The cognitive and affective roles of learning assistants in science, technology, engineering, and mathematics college classrooms: An exploration of classroom experiences and students' metacognitive awareness and disciplinary identity Article

Kornreich-Leshem, Hagit, Benabentos, Rocio, Hazari, Zahra et al. (2022). The cognitive and affective roles of learning assistants in science, technology, engineering, and mathematics college classrooms: An exploration of classroom experiences and students' metacognitive awareness and disciplinary identity . 106(3), 545-572. 10.1002/sce.21703

keywords

  • AGENCY
  • CONSTRUCT
  • EQUITY
  • Education & Educational Research
  • PARTICIPATION
  • PERFORMANCE
  • PHYSICS IDENTITY
  • SCHOOL
  • SELF-EFFICACY
  • Social Sciences
  • VALIDATION
  • active learning
  • identity
  • learning assistant
  • metacognition
  • student success

Digital Object Identifier (DOI)

start page

  • 545

end page

  • 572

volume

  • 106

issue

  • 3