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Significance of forms and foci of metacognitive regulation in collaborative science learning of less and more successful outcome groups in diverse contexts
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In: Iiskala, T., Volet, S. <https://researchrepository.murdoch.edu.au/view/author/Volet, Simone.html>orcid:0000-0001-8450-6663 , Jones, C. <https://researchrepository.murdoch.edu.au/view/author/Jones, Cheryl.html>, Koretsky, M. and Vauras, M. (2021) Significance of forms and foci of metacognitive regulation in collaborative science learning of less and more successful outcome groups in diverse contexts. Instructional Science, 49 . pp. 687-718. (2021)
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Attitude-, group- and activity-related differences in the quality of preservice teacher students' engagement in collaborative science learning
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In: Volet, S. <https://researchrepository.murdoch.edu.au/view/author/Volet, Simone.html>orcid:0000-0001-8450-6663 , Jones, C. <https://researchrepository.murdoch.edu.au/view/author/Jones, Cheryl.html> and Vauras, M. (2019) Attitude-, group- and activity-related differences in the quality of preservice teacher students' engagement in collaborative science learning. Learning and Individual Differences, 73 . pp. 79-91. (2019)
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Autonomy-supportive and controlling teaching in the classroom: A video-based case study
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In: Jiang, J., Vauras, M., Volet, S. <https://researchrepository.murdoch.edu.au/view/author/Volet, Simone.html>orcid:0000-0001-8450-6663 , Salo, A-E and Kajamies, A. (2019) Autonomy-supportive and controlling teaching in the classroom: A video-based case study. Education Sciences, 9 (3). (2019)
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Autonomy-Supportive and Controlling Teaching in the Classroom: A Video-Based Case Study
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In: Education Sciences ; Volume 9 ; Issue 3 (2019)
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