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    Does teaching metacognitive skills through peer-conducted flipped classroom improve high school students’ self-regulation?

    Does teaching metacognitive skills through peer-conducted flipped classroom improve high school students’ self-regulation? von Aeen Mohammadi, Melika Mohammadi, Nazanin Zahra Keshvari, Rita Mojtahedzadeh, Shadi Asadzandi, Bahareh Rahimifar Tehrani

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