文章名稱引用次數(shù)

• Using formative assessment to influence self- and co-regulated learning: the role of evaluative judgement14
• First-year university students' academic success: the importance of academic adjustment11
• Anonymity as an instructional scaffold in peer assessment: its effects on peer feedback quality and evolution in students' perceptions about peer assessment skills8
• Effectiveness of interventions adopting a whole school approach to enhancing social and emotional development: a meta-analysis8
• The directional links between students' academic motivation and social integration during the first year of higher education7
• An examination of the self-referent executive processing model of test anxiety: control, emotional regulation, self-handicapping, and examination performance7
• Adolescents' interest experience in daily life in and across family and peer contexts6
• Effects of a formative assessment script on how vocational students generate formative feedback to a peer's or their own performance5
• Instructional scaffolds for learning from formative peer assessment: effects of core task, peer feedback, and dialogue5
• Promoting students' self-determined motivation in maths: results of a 1-year classroom intervention5