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Adolescents' self-regulated and affective learning, teacher support and digital reading literacy: A multilevel latent profile approach.

, , and . Comput. Educ., (November 2023)

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Effects of previous messages' evaluations, knowledge content, social cues and personal information on the current message during online discussion., and . CSCL, page 135-137. International Society of the Learning Sciences / ACM DL, (2007)Social Cues in Asynchronous Online Discussions: Effects of Social Metacognition and New Ideas., , and . CSCL, International Society of the Learning Sciences, (2011)Message Responsiveness During Online Discussions., , and . ICLS, International Society of the Learning Sciences, (2020)Visual Tracking Via Multi-Layer Factorized Correlation Filter., , , , and . IEEE Signal Process. Lett., 26 (12): 1763-1767 (2019)Are perfect transcripts necessary when we analyze classroom dialogue using AIoT?, and . Internet Things, (April 2024)Adolescents' self-regulated and affective learning, teacher support and digital reading literacy: A multilevel latent profile approach., , and . Comput. Educ., (November 2023)Group micro-creativity in online discussions: effects of new ideas and social metacognition., , and . ICLS (1), page 357-364. International Society of the Learning Sciences / ACM DL, (2010)Computer mediated discussions: effects of the previous messages' evaluations, knowledge content, social cues and personal information on the current message., and . ICLS (1), page 128-135. International Society of the Learning Sciences, (2008)Using learning analytics to enhance college students' shared epistemic agency in mobile instant messaging: A new way to support deep discussion., , , and . J. Comput. Assist. Learn., 40 (3): 1166-1184 (June 2024)Predicting social cues during online discussions: Effects of evaluations and knowledge content., , and . Comput. Hum. Behav., 28 (4): 1497-1509 (2012)