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Mendeley readers
| Title |
Science identity and metacognitive development in undergraduate mentor-teachers
|
|---|---|
| Published in |
International Journal of STEM Education, July 2020
|
| DOI | 10.1186/s40594-020-00231-6 |
| Authors |
Hannah Huvard, Robert M. Talbot, Hillary Mason, Amreen Nasim Thompson, Michael Ferrara, Bryan Wee |
Mendeley readers
The data shown below were compiled from readership statistics for 131 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 131 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Lecturer | 17 | 13% |
| Student > Master | 14 | 11% |
| Student > Ph. D. Student | 11 | 8% |
| Professor | 7 | 5% |
| Student > Doctoral Student | 5 | 4% |
| Other | 20 | 15% |
| Unknown | 57 | 44% |
| Readers by discipline | Count | As % |
|---|---|---|
| Social Sciences | 22 | 17% |
| Mathematics | 6 | 5% |
| Chemistry | 6 | 5% |
| Psychology | 5 | 4% |
| Arts and Humanities | 5 | 4% |
| Other | 27 | 21% |
| Unknown | 60 | 46% |