{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,1,18]],"date-time":"2026-01-18T21:25:23Z","timestamp":1768771523855,"version":"3.49.0"},"reference-count":39,"publisher":"Springer Science and Business Media LLC","issue":"1","license":[{"start":{"date-parts":[[2022,3,1]],"date-time":"2022-03-01T00:00:00Z","timestamp":1646092800000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"},{"start":{"date-parts":[[2022,5,13]],"date-time":"2022-05-13T00:00:00Z","timestamp":1652400000000},"content-version":"vor","delay-in-days":73,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"funder":[{"DOI":"10.13039\/501100010409","name":"Nationaal Regieorgaan Praktijkgericht Onderzoek SIA","doi-asserted-by":"publisher","id":[{"id":"10.13039\/501100010409","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["link.springer.com"],"crossmark-restriction":false},"short-container-title":["Intern. J. Comput.-Support. Collab. Learn"],"published-print":{"date-parts":[[2022,3]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:p>This study examined how to improve students\u2019 regulation of task-oriented reading (TOR). TOR encompasses reading and information processing needed to perform a specific task. Previous studies suggest students can benefit from a collaboration script to enhance socially shared regulation of TOR. The collaboration script elicits discussions about task perception, strategy selection, and strategy reflection. This study aimed to examine the depth and socially sharedness of metacognitive regulation when working with a collaboration script among 44 prevocational secondary school students working in groups of four. In addition, we examined the consequent improvement of individual task representation, strategy selection, and strategy reflection after working with the script. The analysis of group discussions indicated that the collaboration script facilitated mainly low-level metacognitive regulation of TOR. However, after working with the script, students did improve their ability to determine a correct representation of a high-level task and to reflect on the most appropriate reading strategy for these tasks. Hence, we concluded that the \u2018Y-read?\u2019 collaboration script did elicit shared regulation during TOR.<\/jats:p>","DOI":"10.1007\/s11412-022-09365-x","type":"journal-article","created":{"date-parts":[[2022,5,13]],"date-time":"2022-05-13T07:03:04Z","timestamp":1652425384000},"page":"65-105","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":23,"title":["\u2018Supporting socially shared regulation during collaborative task-oriented reading\u2019"],"prefix":"10.1007","volume":"17","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-2525-5582","authenticated-orcid":false,"given":"Jolique","family":"Kielstra","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-4639-2524","authenticated-orcid":false,"given":"Inge","family":"Molenaar","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-5682-3354","authenticated-orcid":false,"given":"Roel","family":"van Steensel","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Ludo","family":"Verhoeven","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"297","published-online":{"date-parts":[[2022,5,13]]},"reference":[{"key":"9365_CR1","doi-asserted-by":"publisher","first-page":"873","DOI":"10.1007\/s11251-013-9263-8","volume":"41","author":"\u00d8 Anmarkrud","year":"2013","unstructured":"Anmarkrud, \u00d8., McCrudden, M. T., Br\u00e5ten, I., & Str\u00f8ms\u00f8, H. I. (2013). TOR of multiple documents: Online comprehension processes and offline products. Instructional Science, 41, 873\u2013894. https:\/\/doi.org\/10.1007\/s11251-013-9263-8","journal-title":"Instructional Science"},{"issue":"1","key":"9365_CR2","doi-asserted-by":"publisher","first-page":"59","DOI":"10.1207\/S15326985EP3701_7","volume":"37","author":"DL Butler","year":"2002","unstructured":"Butler, D. L. (2002). Qualitative approaches to investigating self-regulated learning: Contributions and challenges. Educational Psychologist, 37(1), 59\u201363. https:\/\/doi.org\/10.1207\/S15326985EP3701_7","journal-title":"Educational Psychologist"},{"key":"9365_CR3","doi-asserted-by":"publisher","first-page":"187","DOI":"10.1007\/s11409-015-9141-7","volume":"11","author":"L De Backer","year":"2016","unstructured":"De Backer, L., Van Keer, H., Moerkerke, B., & Valcke, M. (2016). Examining evolutions in the adoption of metacognitive regulation in reciprocal peer tutoring groups. Metacognition Learning, 11, 187\u2013213. https:\/\/doi.org\/10.1007\/s11409-015-9141-7","journal-title":"Metacognition Learning"},{"key":"9365_CR4","doi-asserted-by":"publisher","DOI":"10.1016\/j.compedu.2021.104421","volume":"179","author":"L De Backer","year":"2022","unstructured":"De Backer, L., Van Keer, H., De Smedt, F., Merchie, E., & Valcke, M. (2022). Identifying regulation profiles during computer-supported collaborative learning and examining their relation with students\u2019 performance, motivation, and self-efficacy for learning. Computers & Education, 179, 104421. https:\/\/doi.org\/10.1016\/j.compedu.2021.104421","journal-title":"Computers & Education"},{"issue":"2","key":"9365_CR5","doi-asserted-by":"publisher","first-page":"229","DOI":"10.1111\/1467-9817.12037","volume":"39","author":"I De Milliano","year":"2016","unstructured":"De Milliano, I., van Gelderen, A., & Sleegers, P. (2016). Types and sequences of self-regulated reading of low-achieving adolescents in relation to reading task achievement. Journal of Research in Reading, 39(2), 229\u2013252. https:\/\/doi.org\/10.1111\/1467-9817.12037","journal-title":"Journal of Research in Reading"},{"issue":"1","key":"9365_CR6","doi-asserted-by":"publisher","first-page":"56","DOI":"10.1080\/00461520.2012.748005","volume":"48","author":"F Fisher","year":"2013","unstructured":"Fisher, F., Kollar, I., Stegmann, K., & Wecker, C. (2013). Toward a script theory of guidance in computer-supported collaborative learning. Educational Psychologist, 48(1), 56\u201366. https:\/\/doi.org\/10.1080\/00461520.2012.748005","journal-title":"Educational Psychologist"},{"key":"9365_CR7","doi-asserted-by":"publisher","first-page":"50","DOI":"10.1016\/j.compedu.2014.10.026","volume":"82","author":"L Gil","year":"2015","unstructured":"Gil, L., Martinez, T., & Vidal-Abarca, E. (2015). Online assessment of strategic reading literacy skills. Computers & Education, 82, 50\u201359. https:\/\/doi.org\/10.1016\/j.compedu.2014.10.026","journal-title":"Computers & Education"},{"issue":"6","key":"9365_CR8","doi-asserted-by":"publisher","first-page":"401","DOI":"10.1016\/j.learninstruc.2012.03.003","volume":"22","author":"V Grau","year":"2012","unstructured":"Grau, V., & Whitebread, D. (2012). Self and social regulation of learning during collaborative activities in the classroom: The interplay of individual and group cognition. Learning and Instruction, 22(6), 401\u2013412. https:\/\/doi.org\/10.1016\/j.learninstruc.2012.03.003","journal-title":"Learning and Instruction"},{"issue":"6","key":"9365_CR9","doi-asserted-by":"publisher","first-page":"2496","DOI":"10.1016\/j.chb.2008.03.010","volume":"24","author":"R H\u00e4m\u00e4l\u00e4inen","year":"2008","unstructured":"H\u00e4m\u00e4l\u00e4inen, R., & Oksanen, K.,&H\u00a8akkinen, P. (2008). Designing and analyzing collaboration in a scripted game for vocational education. Computers in Human Behavior, 24(6), 2496\u20132506. https:\/\/doi.org\/10.1016\/j.chb.2008.03.010","journal-title":"Computers in Human Behavior"},{"key":"9365_CR10","doi-asserted-by":"publisher","unstructured":"Iiskala, T., Volet, S., Lehtinen, E., & Vauras, M. (2015). Socially shared metacognitive regulation in asynchronous CSCL in science: Functions, evolution and participation. Frontline Learning Research, 3(1), 78\u2013111. https:\/\/doi.org\/10.14786\/flr.v3i1.159","DOI":"10.14786\/flr.v3i1.159"},{"issue":"5","key":"9365_CR11","doi-asserted-by":"publisher","first-page":"687","DOI":"10.1007\/s11251-021-09558-1","volume":"49","author":"T Iiskala","year":"2021","unstructured":"Iiskala, T., Volet, S., Jones, C., Koretsky, M., & Vauras, M. (2021). Significance of forms and foci of metacognitive regulation in collaborative science learning of less and more successful outcome groups in diverse contexts. Instructional Science, 49(5), 687\u2013718. https:\/\/doi.org\/10.1007\/s11251-021-09558-1","journal-title":"Instructional Science"},{"key":"9365_CR12","doi-asserted-by":"publisher","first-page":"559","DOI":"10.1016\/j.chb.2015.05.006","volume":"52","author":"S J\u00e4rvel\u00e4","year":"2015","unstructured":"J\u00e4rvel\u00e4, S., & Hadwin, A. (2015). Promoting and researching adaptive regulation: New Frontiers for CSCL research. Computers in Human Behavior, 52, 559\u2013561. https:\/\/doi.org\/10.1016\/j.chb.2015.05.006","journal-title":"Computers in Human Behavior"},{"issue":"3","key":"9365_CR13","doi-asserted-by":"publisher","first-page":"263","DOI":"10.1007\/s11412-016-9238-2","volume":"11","author":"S J\u00e4rvel\u00e4","year":"2016","unstructured":"J\u00e4rvel\u00e4, S., Kirschner, P. A., Hadwin, A., J\u00e4rvenoja, H., Malmberg, J., Miller, M., & Laru, J. (2016). Socially shared regulation of learning in CSCL: Understanding and prompting individual-and group-level shared regulatory activities. International Journal of Computer-Supported Collaborative Learning, 11(3), 263\u2013280. https:\/\/doi.org\/10.1007\/s11412-016-9238-2","journal-title":"International Journal of Computer-Supported Collaborative Learning"},{"issue":"2","key":"9365_CR14","doi-asserted-by":"publisher","first-page":"213","DOI":"10.1007\/s11412-018-9277-y","volume":"13","author":"PA Kirschner","year":"2018","unstructured":"Kirschner, P. A., Sweller, J., Kirschner, F., & Zambrano, J. (2018). From cognitive load theory to collaborative cognitive load theory. International Journal of Computer-Supported Collaborative Learning, 13(2), 213\u2013233. https:\/\/doi.org\/10.1007\/s11412-018-9277-y","journal-title":"International Journal of Computer-Supported Collaborative Learning"},{"issue":"4","key":"9365_CR15","doi-asserted-by":"publisher","first-page":"587","DOI":"10.1111\/j.1468-2958.2002.tb00826.x","volume":"28","author":"M Lombard","year":"2002","unstructured":"Lombard, M., Snyder-Duch, J., & Bracken, C. C. (2002). Content analysis in mass communication: Assessment and reporting of intercoder reliability. Human Communication Research, 28(4), 587\u2013604. https:\/\/doi.org\/10.1111\/j.1468-2958.2002.tb00826.x","journal-title":"Human Communication Research"},{"issue":"5","key":"9365_CR16","doi-asserted-by":"publisher","first-page":"933","DOI":"10.1007\/s11251-012-9262-1","volume":"41","author":"J Malmberg","year":"2013","unstructured":"Malmberg, J., J\u00e4rvenoja, H., & J\u00e4rvel\u00e4, S. (2013). Patterns in elementary school students\u2032 strategic actions in varying learning situations. Instructional Science, 41(5), 933\u2013954. https:\/\/doi.org\/10.1007\/s11251-012-9262-1","journal-title":"Instructional Science"},{"key":"9365_CR17","doi-asserted-by":"publisher","first-page":"573","DOI":"10.1016\/j.chb.2015.01.050","volume":"52","author":"M Miller","year":"2015","unstructured":"Miller, M., & Hadwin, A. (2015). Scripting and awareness tools for regulating collaborative learning: Changing the landscape of support in CSCL. Computers in Human Behavior, 52, 573\u2013588. https:\/\/doi.org\/10.1016\/j.chb.2015.01.050","journal-title":"Computers in Human Behavior"},{"key":"9365_CR18","doi-asserted-by":"publisher","first-page":"785","DOI":"10.1007\/s11251-010-9154-1","volume":"39","author":"I Molenaar","year":"2011","unstructured":"Molenaar, I., van Boxtel, C., & Sleegers, P. (2011). Metacognitive scaffolding in an innovative learning arrangement. Instructional Science, 39, 785\u2013803. https:\/\/doi.org\/10.1007\/s11251-010-9154-1","journal-title":"Instructional Science"},{"key":"9365_CR19","doi-asserted-by":"publisher","first-page":"309","DOI":"10.1007\/s11409-014-9118-y","volume":"9","author":"I Molenaar","year":"2014","unstructured":"Molenaar, I., Sleegers, P., & van Boxtel, C. (2014). Metacognitive scaffolding during collaborative learning: A promising combination. Metacognition and Learning, 9, 309\u2013332. https:\/\/doi.org\/10.1007\/s11409-014-9118-y","journal-title":"Metacognition and Learning"},{"key":"9365_CR20","doi-asserted-by":"publisher","DOI":"10.1787\/9789264101739-en","volume-title":"The PISA 2003 assessment framework: Mathematics, reading, science and problem solving knowledge and skills","author":"OECD","year":"2003","unstructured":"OECD. (2003). The PISA 2003 assessment framework: Mathematics, reading, science and problem solving knowledge and skills. OECD. https:\/\/doi.org\/10.1787\/9789264101739-en"},{"key":"9365_CR21","doi-asserted-by":"publisher","DOI":"10.1080\/02702711.2021.1887019","author":"M Okkinga","year":"2021","unstructured":"Okkinga, M., van Gelderen, A. J. S., van Schooten, E., van Steensel, R., & Sleegers, P. J. C. (2021). Implementation quality of principles of reciprocal teaching in whole-classroom settings: A two-year study with low-achieving adolescents. Reading Psychology. https:\/\/doi.org\/10.1080\/02702711.2021.1887019","journal-title":"Reading Psychology"},{"key":"9365_CR22","doi-asserted-by":"publisher","unstructured":"Paans, C., Molenaar, I., Segers, E., & Verhoeven, L. 2020. Children\u2019s macro-level navigation patterns in hypermedia and their relation with task structure and learning outcomes.\u00a0Frontline Learning Research,\u00a08(1), 76\u201395. https:\/\/doi.org\/10.14786\/flr.v8i1.473","DOI":"10.14786\/flr.v8i1.473"},{"key":"9365_CR23","doi-asserted-by":"publisher","first-page":"1","DOI":"10.3389\/fpsyg.2017.00422","volume":"8","author":"E Panadero","year":"2017","unstructured":"Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, 1\u201328. https:\/\/doi.org\/10.3389\/fpsyg.2017.00422","journal-title":"Frontiers in Psychology"},{"key":"9365_CR24","doi-asserted-by":"publisher","first-page":"5","DOI":"10.1007\/s11412-020-09316-4","volume":"15","author":"A Radkowitsch","year":"2020","unstructured":"Radkowitsch, A., Vogel, F., & Fischer, F. (2020). Good for learning, bad for motivation? A meta-analysis on the effects of computer-supported collaboration scripts. International Journal of Computer-Supported Collaborative Learning, 15, 5\u201347. https:\/\/doi.org\/10.1007\/s11412-020-09316-4","journal-title":"International Journal of Computer-Supported Collaborative Learning"},{"issue":"2","key":"9365_CR25","doi-asserted-by":"publisher","first-page":"163","DOI":"10.1207\/S15326950DP3102_03","volume":"31","author":"J Rouet","year":"2001","unstructured":"Rouet, J., Vidal-abarca, E., Erboul, B., & Millogo, V. (2001). Effects of information search tasks on the comprehension of instructional text. Discourse Processes, 31(2), 163\u2013186. https:\/\/doi.org\/10.1207\/S15326950DP3102_03","journal-title":"Discourse Processes"},{"issue":"3","key":"9365_CR26","doi-asserted-by":"publisher","first-page":"200","DOI":"10.1080\/00461520.2017.1329015","volume":"52","author":"JF Rouet","year":"2017","unstructured":"Rouet, J. F., Britt, M. A., & Durik, A. M. (2017). RESOLV: Readers\u2019 representation of reading contexts and tasks. Educational Psychologist, 52(3), 200\u2013215. https:\/\/doi.org\/10.1080\/00461520.2017.1329015","journal-title":"Educational Psychologist"},{"issue":"3","key":"9365_CR27","doi-asserted-by":"publisher","first-page":"222","DOI":"10.1111\/jcal.12152","volume":"33","author":"L Salmer\u00f3n","year":"2016","unstructured":"Salmer\u00f3n, L., Naumann, J., Garc\u00eda, V., & Fajardo, I. (2016). Scanning and deep processing of information in hypertext: An eye-tracking and cued retrospective think-aloud study. Journal of Computer Assisted Learning, 33(3), 222\u2013233. https:\/\/doi.org\/10.1111\/jcal.12152","journal-title":"Journal of Computer Assisted Learning"},{"issue":"5","key":"9365_CR28","doi-asserted-by":"publisher","first-page":"515","DOI":"10.1111\/jcal.12256","volume":"34","author":"M\u00c1 Serrano","year":"2018","unstructured":"Serrano, M. \u00c1., Vidal-Abarca, E., & Ferrer, A. (2018). Teaching self-regulation strategies via an intelligent tutoring system (TuinLECweb): Effects for low-skilled comprehenders. Journal of Computer Assisted Learning, 34(5), 515\u2013525. https:\/\/doi.org\/10.1111\/jcal.12256","journal-title":"Journal of Computer Assisted Learning"},{"issue":"4","key":"9365_CR29","doi-asserted-by":"publisher","first-page":"495","DOI":"10.1016\/j.chb.2009.08.014","volume":"26","author":"JW Strijbos","year":"2010","unstructured":"Strijbos, J. W., & De Laat, M. F. (2010). Developing the role concept for computer-supported collaborative learning: An explorative synthesis. Computers in Human Behavior, 26(4), 495\u2013505. https:\/\/doi.org\/10.1016\/j.chb.2009.08.014","journal-title":"Computers in Human Behavior"},{"key":"9365_CR30","doi-asserted-by":"publisher","first-page":"99","DOI":"10.1016\/j.chb.2018.12.010","volume":"93","author":"K Taylor","year":"2019","unstructured":"Taylor, K., & Baek, Y. (2019). Grouping matters in computational robotic activities. Computers in Human Behavior, 93, 99\u2013105. https:\/\/doi.org\/10.1016\/j.chb.2018.12.010","journal-title":"Computers in Human Behavior"},{"key":"9365_CR31","doi-asserted-by":"publisher","unstructured":"Teasley, S. (1997). Talking about reasoning: How important is the peer in peer collaboration?. In L. B. Resnick, R. Saljo, C. Pontecorvo, & B. Burge (Eds.), Discourse, tools and reasoning: Essays on situated cognition (vol. 160, pp. 361\u2013384). Springer. https:\/\/doi.org\/10.1007\/978-3-662-03362-3_16","DOI":"10.1007\/978-3-662-03362-3_16"},{"issue":"1","key":"9365_CR32","doi-asserted-by":"publisher","first-page":"3","DOI":"10.1177\/0265532212440950","volume":"30","author":"R Van Steensel","year":"2013","unstructured":"Van Steensel, R., Oostdam, R., & Van Gelderen, A. (2013). Assessing reading comprehension in adolescent low achievers: Subskills identification and task specificity. Language Testing, 30(1), 3\u201321. https:\/\/doi.org\/10.1177\/0265532212440950","journal-title":"Language Testing"},{"key":"9365_CR33","unstructured":"Vidal-Abarca, E., Gilabert, R., & Rouet, J. F. (1998, July). The role of question type on learning from scientific text\u00a0[Paper presentation]. Meeting on Comprehension and Production of Scientific Texts, Aveiro, Portugal."},{"issue":"4","key":"9365_CR34","doi-asserted-by":"publisher","first-page":"817","DOI":"10.1037\/a0020062","volume":"102","author":"E Vidal-Abarca","year":"2010","unstructured":"Vidal-Abarca, E., Ma\u00f1\u00e1, A., & Gil, L. (2010). Individual differences for self-regulating task-oriented reading activities. Journal of Educational Psychology, 102(4), 817\u2013826. https:\/\/doi.org\/10.1037\/a0020062","journal-title":"Journal of Educational Psychology"},{"key":"9365_CR35","doi-asserted-by":"publisher","unstructured":"Volet, S., Summers, M., & Thurman, J. (2009). High-level co-regulation in collaborative learning: How does it emerge and how is it sustained?. Learning and Instruction, 19(2), 128-143. https:\/\/doi.org\/10.1016\/j.learninstruc.2008.03.001\u00a0","DOI":"10.1016\/j.learninstruc.2008.03.001"},{"key":"9365_CR36","doi-asserted-by":"publisher","unstructured":"Weinberger, A., Reiserer, M., Ertl, B., Fischer, F., & Mandl, H. (2005). Facilitating collaborative knowledge construction in computer-mediated learning environments with cooperation scripts. In R. Bromme, F.W. Hesse, & H. Spada (Eds.),\u00a0Barriers and biases in computer-mediated knowledge communication\u00a0(vol. 5, pp. 15\u201337). Springer. https:\/\/doi.org\/10.1007\/0-387-24319-4_2","DOI":"10.1007\/0-387-24319-4_2"},{"key":"9365_CR37","first-page":"277","volume-title":"Metacognition in educational theory and practice","author":"P Winne","year":"1998","unstructured":"Winne, P., & Hadwin, A. F. (1998). Studying as self-regulated learning. In D. Hacker, J. Dunlosky, & A. Graesser (Eds.), Metacognition in educational theory and practice (pp. 277\u2013304). Lawrence Erlbaum."},{"issue":"4","key":"9365_CR38","doi-asserted-by":"publisher","first-page":"423","DOI":"10.1007\/s11412-017-9267-5","volume":"12","author":"AF Wise","year":"2017","unstructured":"Wise, A. F., & Schwarz, B. B. (2017). Visions of CSCL: Eight provocations for the future of the field. International Journal of Computer-Supported Collaborative Learning, 12(4), 423\u2013467. https:\/\/doi.org\/10.1007\/s11412-017-9267-5","journal-title":"International Journal of Computer-Supported Collaborative Learning"},{"issue":"1","key":"9365_CR39","doi-asserted-by":"publisher","first-page":"166","DOI":"10.3102\/0002831207312909","volume":"45","author":"BJ Zimmerman","year":"2008","unstructured":"Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166\u2013183. https:\/\/doi.org\/10.3102\/0002831207312909","journal-title":"American Educational Research Journal"}],"container-title":["International Journal of Computer-Supported Collaborative Learning"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/link.springer.com\/content\/pdf\/10.1007\/s11412-022-09365-x.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/link.springer.com\/article\/10.1007\/s11412-022-09365-x\/fulltext.html","content-type":"text\/html","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/link.springer.com\/content\/pdf\/10.1007\/s11412-022-09365-x.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2022,5,25]],"date-time":"2022-05-25T09:29:44Z","timestamp":1653470984000},"score":1,"resource":{"primary":{"URL":"https:\/\/link.springer.com\/10.1007\/s11412-022-09365-x"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2022,3]]},"references-count":39,"journal-issue":{"issue":"1","published-print":{"date-parts":[[2022,3]]}},"alternative-id":["9365"],"URL":"https:\/\/doi.org\/10.1007\/s11412-022-09365-x","relation":{},"ISSN":["1556-1607","1556-1615"],"issn-type":[{"value":"1556-1607","type":"print"},{"value":"1556-1615","type":"electronic"}],"subject":[],"published":{"date-parts":[[2022,3]]},"assertion":[{"value":"15 May 2021","order":1,"name":"received","label":"Received","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"31 January 2022","order":2,"name":"accepted","label":"Accepted","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"13 May 2022","order":3,"name":"first_online","label":"First Online","group":{"name":"ArticleHistory","label":"Article History"}},{"order":1,"name":"Ethics","group":{"name":"EthicsHeading","label":"Declarations"}},{"value":"The authors declare that they have no conflict of interest.","order":2,"name":"Ethics","group":{"name":"EthicsHeading","label":"Conflicts of interest\/Competing interests"}}]}}