The interactive effects of coaching styles on students' self-regulatory emotions and academic performance in a peer-assisted learning scheme.
Ray Tak-Yin HuiYik Kiu LeeChristina Sue-ChanPublished in: TALE (2017)
Keyphrases
- learning scheme
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- highly interactive
- problem based learning
- affective states
- peer assessment
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- cognitive skills
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- computer engineering
- individual differences
- information literacy
- grade level
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- high school
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- hong kong