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Mason, L. H. (2013). Teaching students who struggle with learning to think before, while, and after reading: Effects of self-regulated strategy development instruction. Reading & Writing Quarterly, 29(2), 124-144.
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Thomaes, S., Tjaarda, I. C., Brummelman, E., & Sedikides, C. (2020). Effort self‐talk benefits the mathematics performance of children with negative competence beliefs. Child Development, 91(6), 2211-2220.