How do study groups regulate their learning during exam preparation? New article in “Metacognition and Learning”
What regulation strategies do study groups select during exam preparation, when they are confronted with motivational and comprehension-related problems during collaboration? This question is targeted in the article ?Examining the regulation of motivational and comprehension-related problems during collaborative learning” by Nadine Melzner, Markus Dresel and Ingo Kollar, which has just been published in ?Metacognition and Learning“. The article can be accessed via
https://link.springer.com/article/10.1007/s11409-022-09316-9
