| Winne, P. H. (2018). Cognition and metacognition within self-regulated learning. En D. H. Schunk & J. A. Greene (Eds.), ''Handbook of self-regulation and performance'' (2nd ed.) (pp. 36-48). Routledge. | | Winne, P. H. (2018). Cognition and metacognition within self-regulated learning. En D. H. Schunk & J. A. Greene (Eds.), ''Handbook of self-regulation and performance'' (2nd ed.) (pp. 36-48). Routledge. |
− | Zepeda, C. D., Hlutkowsky, C. O., Partika, A. C., & Nokes-Malach, T. J. (2019). Identifying teachers’ supports of metacognition through classroom talk and its relation to growth in conceptual learning. ''Journal of Educational Psychology'', 111(3), 522–541. https://doi.org/10.1037/<nowiki/>edu0000300 | + | Zepeda, C. D., Hlutkowsky, C. O., Partika, A. C., & Nokes-Malach, T. J. (2019). Identifying teachers’ supports of metacognition through classroom talk and its relation to growth in conceptual learning. ''Journal of Educational Psychology'', 111(3), 522–541. https://doi.org/10.1037/edu0000300 |