| Title |
Scaffolding Self-regulated Learning and Metacognition – Implications for the Design of Computer-based Scaffolds
|
|---|---|
| Published in |
Instructional Science, November 2005
|
| DOI | 10.1007/s11251-005-1272-9 |
| Authors |
Roger Azevedo, Allyson F. Hadwin |
Mendeley readers
The data shown below were compiled from readership statistics for 637 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 18 | 3% |
| Germany | 8 | 1% |
| Turkey | 4 | <1% |
| United Kingdom | 4 | <1% |
| Australia | 3 | <1% |
| Canada | 3 | <1% |
| Switzerland | 2 | <1% |
| Brazil | 2 | <1% |
| Belgium | 2 | <1% |
| Other | 9 | 1% |
| Unknown | 582 | 91% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 148 | 23% |
| Student > Master | 106 | 17% |
| Researcher | 58 | 9% |
| Student > Doctoral Student | 57 | 9% |
| Lecturer | 35 | 5% |
| Other | 142 | 22% |
| Unknown | 91 | 14% |
| Readers by discipline | Count | As % |
|---|---|---|
| Social Sciences | 227 | 36% |
| Computer Science | 96 | 15% |
| Psychology | 83 | 13% |
| Arts and Humanities | 24 | 4% |
| Linguistics | 20 | 3% |
| Other | 81 | 13% |
| Unknown | 106 | 17% |