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Groups\u2019 prior science competence was not found to have an effect on teacher guidance and support, rather the teachers guided the groups they perceived as motivated and willing to collaborate. Teacher affect was compounded by student affect, suggesting that consideration of the reciprocal perceptions of teachers and students is necessary in order to understand the teachers\u2019 role in collaborative learning.<\/jats:p>","DOI":"10.1007\/s11412-021-09347-5","type":"journal-article","created":{"date-parts":[[2021,6,15]],"date-time":"2021-06-15T04:02:27Z","timestamp":1623729747000},"page":"261-287","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":23,"title":["Guidance in computer-supported collaborative inquiry learning: Capturing aspects of affect and teacher support in science classrooms"],"prefix":"10.1007","volume":"16","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-2816-9580","authenticated-orcid":false,"given":"Tarja","family":"Pietarinen","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Tuire","family":"Palonen","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Marja","family":"Vauras","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"297","published-online":{"date-parts":[[2021,6,15]]},"reference":[{"key":"9347_CR1","doi-asserted-by":"publisher","first-page":"142","DOI":"10.1027\/1016-9040\/a000014","volume":"15","author":"W Ahmed","year":"2010","unstructured":"Ahmed, W., van der Werf, G., & Minnaert, A. 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