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For: Poitras E, Trevors G. Deriving Empirically-Based Design Guidelines for Advanced Learning Technologies that Foster Disciplinary Comprehension / Définir des lignes directrices fondées sur des données empiriques pour les technologies d’apprentissage avancé qui favorisent la compr. CJLT / RCAT 2012. [DOI: 10.21432/t2v30s] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]  Open
Number Cited by Other Article(s)
1
Trevors GJ, Muis KR, Pekrun R, Sinatra GM, Winne PH. Identity and Epistemic Emotions During Knowledge Revision: A Potential Account for the Backfire Effect. DISCOURSE PROCESSES 2016. [DOI: 10.1080/0163853x.2015.1136507] [Citation(s) in RCA: 43] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
2
O’Reilly T, Weeks J, Sabatini J, Halderman L, Steinberg J. Designing Reading Comprehension Assessments for Reading Interventions: How a Theoretically Motivated Assessment Can Serve as an Outcome Measure. EDUCATIONAL PSYCHOLOGY REVIEW 2014. [DOI: 10.1007/s10648-014-9269-z] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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