Generic Versus Context-Specific Prompts for Supporting Self-Regulation in Mathematical Problem Solving Among Students With Low or High Prior Knowledge

Author： Kramarski Bracha   Weiss Itzhak   Sharon Sarit  

Publisher： Springer Publishing Company

ISSN： 1810-7621

Source： Journal of Cognitive Education and Psychology, Vol.12, Iss.2, 2013-06, pp. : 197-214

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