Comparing reflective and supportive scaffolding in 3D computer-aided design course: Engineering students' metacognitive strategies, spatial ability self-efficacy, and spatial anxiety.
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Comparing reflective and supportive scaffolding in 3D computer-aided design course: Engineering students' metacognitive strategies, spatial ability self-efficacy, and spatial anxiety.
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Comparing reflective and supportive scaffolding in 3D computer-aided design course: Engineering students' metacognitive strategies, spatial ability self-efficacy, and spatial anxiety.
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