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

The power of knowledgeable peers (in this case undergraduate learning assistants [LAs]) to scaffold learning in ways that can positively influence both cognitive and affective outcomes in science, technology, engineering, and mathematics (STEM), is explored in this study. In terms of the cognitive p...

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