{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,13]],"date-time":"2026-04-13T15:59:01Z","timestamp":1776095941069,"version":"3.50.1"},"reference-count":104,"publisher":"Association for Computing Machinery (ACM)","issue":"1","license":[{"start":{"date-parts":[[2016,1,28]],"date-time":"2016-01-28T00:00:00Z","timestamp":1453939200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/www.acm.org\/publications\/policies\/copyright_policy#Background"}],"content-domain":{"domain":["dl.acm.org"],"crossmark-restriction":true},"short-container-title":["ACM Trans. Comput. Educ."],"published-print":{"date-parts":[[2016,2,26]]},"abstract":"<jats:p>Learning the first programming language is challenging for many students. High failure rates and bimodally distributed grades lead to a pedagogical interest in supporting students in first-year programming courses (CS1). In higher education, the important role of feedback for guiding the learning process and improving the learning outcome is widely acknowledged. This article introduces contemporary models of effective feedback practice as found in the higher education literature and offers an interpretation of those in the CS1 context. One particular CS1 course and typical course components are investigated to identify likely loci for feedback interventions and to connect related computer science education literature to these forms of feedback.<\/jats:p>","DOI":"10.1145\/2737596","type":"journal-article","created":{"date-parts":[[2016,2,1]],"date-time":"2016-02-01T20:37:54Z","timestamp":1454359074000},"page":"1-27","update-policy":"https:\/\/doi.org\/10.1145\/crossmark-policy","source":"Crossref","is-referenced-by-count":54,"title":["Translating Principles of Effective Feedback for Students into the CS1 Context"],"prefix":"10.1145","volume":"16","author":[{"given":"Claudia","family":"Ott","sequence":"first","affiliation":[{"name":"University of Otago, Dunedin"}]},{"given":"Anthony","family":"Robins","sequence":"additional","affiliation":[{"name":"University of Otago, Dunedin"}]},{"given":"Kerry","family":"Shephard","sequence":"additional","affiliation":[{"name":"University of Otago, Dunedin"}]}],"member":"320","published-online":{"date-parts":[[2016,1,28]]},"reference":[{"key":"e_1_2_1_1_1","doi-asserted-by":"publisher","DOI":"10.1080\/08993400500150747"},{"key":"e_1_2_1_2_1","doi-asserted-by":"publisher","DOI":"10.1145\/1047344.1047415"},{"key":"e_1_2_1_3_1","doi-asserted-by":"publisher","DOI":"10.1145\/2330601.2330666"},{"key":"e_1_2_1_4_1","unstructured":"S. Askew and C. Lodge. 2000. Gifts ping-pong and loops\u2014linking feedback and learning. In Feedback for Learning S. Askew (Ed.). RoutledgeFalmer London UK 1--18.  S. Askew and C. Lodge. 2000. Gifts ping-pong and loops\u2014linking feedback and learning. In Feedback for Learning S. Askew (Ed.). RoutledgeFalmer London UK 1--18."},{"key":"e_1_2_1_5_1","doi-asserted-by":"publisher","DOI":"10.1145\/2094131.2094152"},{"key":"e_1_2_1_6_1","doi-asserted-by":"publisher","DOI":"10.1145\/1047124.1047469"},{"key":"e_1_2_1_7_1","doi-asserted-by":"publisher","DOI":"10.1145\/2499947.2499949"},{"key":"e_1_2_1_8_1","doi-asserted-by":"publisher","DOI":"10.1145\/2330601.2330664"},{"key":"e_1_2_1_9_1","unstructured":"C. Beaumont M. O\u2019Doherty and L. Shannon. 2008. Staff and student perceptions of feedback quality in the context of widening participation. Available at https:\/\/www.heacademy.ac.uk\/.  C. Beaumont M. O\u2019Doherty and L. Shannon. 2008. Staff and student perceptions of feedback quality in the context of widening participation. Available at https:\/\/www.heacademy.ac.uk\/."},{"key":"e_1_2_1_10_1","doi-asserted-by":"publisher","DOI":"10.1145\/961290.961613"},{"key":"e_1_2_1_11_1","doi-asserted-by":"publisher","DOI":"10.1145\/1047124.1047480"},{"key":"e_1_2_1_12_1","doi-asserted-by":"publisher","DOI":"10.1145\/1089786.1089794"},{"key":"e_1_2_1_13_1","volume-title":"University: What the Student Does","author":"Biggs J.","year":"2007","unstructured":"J. Biggs and C. Tang . 2007 . Teaching for Quality Learning at University: What the Student Does . McGraw-Hill . J. Biggs and C. Tang. 2007. Teaching for Quality Learning at University: What the Student Does. McGraw-Hill."},{"key":"e_1_2_1_14_1","doi-asserted-by":"publisher","DOI":"10.1080\/02602931003650045"},{"key":"e_1_2_1_15_1","doi-asserted-by":"publisher","DOI":"10.1145\/1352135.1352207"},{"key":"e_1_2_1_16_1","volume-title":"Teaching with Classroom Response Systems: Creating Active Learning Environments","author":"Bruff D.","unstructured":"D. Bruff . 2009. Teaching with Classroom Response Systems: Creating Active Learning Environments . Wiley . D. Bruff. 2009. Teaching with Classroom Response Systems: Creating Active Learning Environments. Wiley."},{"key":"e_1_2_1_17_1","doi-asserted-by":"publisher","DOI":"10.1145\/2591708.2591756"},{"key":"e_1_2_1_18_1","volume-title":"Giving Students Effective Written Feedback","author":"Burke D.","unstructured":"D. Burke and Pieterick. 2010. Giving Students Effective Written Feedback . McGraw-Hill International . D. Burke and Pieterick. 2010. Giving Students Effective Written Feedback. McGraw-Hill International."},{"key":"e_1_2_1_19_1","doi-asserted-by":"publisher","DOI":"10.3102\/00346543065003245"},{"key":"e_1_2_1_20_1","volume-title":"Proceedings of the 13th Australasian Computing Education Conference. 55--62","author":"Cardell-Oliver R.","year":"2011","unstructured":"R. Cardell-Oliver . 2011 . How can software metrics help novice programmers? In Proceedings of the 13th Australasian Computing Education Conference. 55--62 . R. Cardell-Oliver. 2011. How can software metrics help novice programmers? In Proceedings of the 13th Australasian Computing Education Conference. 55--62."},{"key":"e_1_2_1_21_1","doi-asserted-by":"publisher","DOI":"10.1080\/03075070600572132"},{"key":"e_1_2_1_22_1","doi-asserted-by":"publisher","DOI":"10.1080\/14703290601081332"},{"key":"e_1_2_1_23_1","doi-asserted-by":"publisher","DOI":"10.1080\/03075071003642449"},{"key":"e_1_2_1_24_1","doi-asserted-by":"publisher","DOI":"10.1145\/2157136.2157244"},{"key":"e_1_2_1_25_1","doi-asserted-by":"publisher","DOI":"10.1145\/1953163.1953253"},{"key":"e_1_2_1_26_1","doi-asserted-by":"publisher","DOI":"10.1080\/13562517.2013.827653"},{"key":"e_1_2_1_27_1","doi-asserted-by":"publisher","DOI":"10.1145\/365024.365111"},{"key":"e_1_2_1_28_1","volume-title":"Proceedings of the 7th Australasian Conference on Computing Education. 181--186","author":"Cutts Q.","unstructured":"Q. Cutts and G. Kennedy . 2005. Connecting learning environments using electronic voting systems . In Proceedings of the 7th Australasian Conference on Computing Education. 181--186 . Q. Cutts and G. Kennedy. 2005. Connecting learning environments using electronic voting systems. In Proceedings of the 7th Australasian Conference on Computing Education. 181--186."},{"key":"e_1_2_1_29_1","volume-title":"Proceedings of the 10th Australasian Conference on Computing Education. 69--74","author":"Denny P.","unstructured":"P. Denny , A. Luxton-Reilly , and J. Hamer . 2008. The PeerWise system of student contributed assessment questions . In Proceedings of the 10th Australasian Conference on Computing Education. 69--74 . P. Denny, A. Luxton-Reilly, and J. Hamer. 2008. The PeerWise system of student contributed assessment questions. In Proceedings of the 10th Australasian Conference on Computing Education. 69--74."},{"key":"e_1_2_1_30_1","doi-asserted-by":"publisher","DOI":"10.1145\/1953163.1953299"},{"key":"e_1_2_1_31_1","doi-asserted-by":"crossref","unstructured":"L. Deslauriers E. Schelew and C. Wieman. 2011. Improved learning in a large-enrollment physics class. Science 332 6031 862--864.  L. Deslauriers E. Schelew and C. Wieman. 2011. Improved learning in a large-enrollment physics class. Science 332 6031 862--864.","DOI":"10.1126\/science.1201783"},{"key":"e_1_2_1_32_1","volume-title":"Self-Theories: Their Role in Motivation, Personality, and Development","author":"Dweck C. S.","unstructured":"C. S. Dweck . 1999. Self-Theories: Their Role in Motivation, Personality, and Development . Psychology Press . C. S. Dweck. 1999. Self-Theories: Their Role in Motivation, Personality, and Development. Psychology Press."},{"key":"e_1_2_1_33_1","doi-asserted-by":"publisher","DOI":"10.1145\/1047124.1047472"},{"key":"e_1_2_1_34_1","doi-asserted-by":"publisher","DOI":"10.1145\/2330601.2330641"},{"key":"e_1_2_1_35_1","doi-asserted-by":"publisher","DOI":"10.1145\/2361276.2361288"},{"key":"e_1_2_1_36_1","doi-asserted-by":"publisher","DOI":"10.1145\/2538862.2538896"},{"key":"e_1_2_1_37_1","doi-asserted-by":"publisher","DOI":"10.1145\/1539024.1508973"},{"key":"e_1_2_1_38_1","doi-asserted-by":"publisher","DOI":"10.1145\/1368088.1368198"},{"key":"e_1_2_1_39_1","volume-title":"Innovative Assessment in Higher Education","author":"Gibbs G.","unstructured":"G. Gibbs . 2006. How assessment frames student learning . In Innovative Assessment in Higher Education , C. Bryan and K. Clegg (Eds.). Routledge , London, UK , 23--36. G. Gibbs. 2006. How assessment frames student learning. In Innovative Assessment in Higher Education, C. Bryan and K. Clegg (Eds.). Routledge, London, UK, 23--36."},{"key":"e_1_2_1_40_1","volume-title":"Using Assessment to Support Student Learning","author":"Gibbs G.","unstructured":"G. Gibbs . 2010. Using Assessment to Support Student Learning . Leeds Met Press, Leeds Metropolitan University . G. Gibbs. 2010. Using Assessment to Support Student Learning. Leeds Met Press, Leeds Metropolitan University."},{"key":"e_1_2_1_41_1","first-page":"3","article-title":"Conditions under which assessment supports students\u2019 learning","volume":"5","author":"Gibbs G.","year":"2004","unstructured":"G. Gibbs and C. Simpson . 2004 . Conditions under which assessment supports students\u2019 learning . Learning and Teaching in Higher Education 5 , 1, 3 -- 31 . G. Gibbs and C. Simpson. 2004. Conditions under which assessment supports students\u2019 learning. Learning and Teaching in Higher Education 5, 1, 3--31.","journal-title":"Learning and Teaching in Higher Education"},{"key":"e_1_2_1_42_1","doi-asserted-by":"publisher","DOI":"10.1145\/2499947.2499948"},{"key":"e_1_2_1_43_1","doi-asserted-by":"publisher","DOI":"10.1145\/2538862.2538985"},{"key":"e_1_2_1_44_1","volume-title":"Java: A Multimedia Approach","author":"Guzdial M.","year":"2007","unstructured":"M. Guzdial and B. Ericson . 2007 . Introduction to Computing and Programming in Java: A Multimedia Approach . Pearson Prentice Hall . M. Guzdial and B. Ericson. 2007. Introduction to Computing and Programming in Java: A Multimedia Approach. Pearson Prentice Hall."},{"key":"e_1_2_1_45_1","doi-asserted-by":"publisher","DOI":"10.1145\/2538862.2538921"},{"key":"e_1_2_1_46_1","doi-asserted-by":"publisher","DOI":"10.1145\/1971681.1971683"},{"key":"e_1_2_1_47_1","volume-title":"Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement","author":"Hattie J.","year":"2009","unstructured":"J. Hattie . 2009 . Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement . Routledge . J. Hattie. 2009. Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge."},{"key":"e_1_2_1_48_1","doi-asserted-by":"publisher","DOI":"10.3102\/003465430298487"},{"key":"e_1_2_1_49_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10734-012-9506-7"},{"key":"e_1_2_1_50_1","doi-asserted-by":"publisher","DOI":"10.1145\/2591708.2591752"},{"key":"e_1_2_1_51_1","volume-title":"Higher Education and the Lifecourse","author":"Hounsell D.","unstructured":"D. Hounsell . 2003. Student feedback, learning and development . In Higher Education and the Lifecourse , M. Slowey and D. Watson (Eds.). Society for Research into Higher Education Series. Open University Press , Buckingham, UK, 67--78. D. Hounsell. 2003. Student feedback, learning and development. In Higher Education and the Lifecourse, M. Slowey and D. Watson (Eds.). Society for Research into Higher Education Series. Open University Press, Buckingham, UK, 67--78."},{"key":"e_1_2_1_52_1","volume-title":"Rethinking Assessment in Higher Education: Learning for the Longer Term","author":"Hounsell D.","unstructured":"D. Hounsell . 2007. Towards more sustainable feedback to students . In Rethinking Assessment in Higher Education: Learning for the Longer Term , D. Boud and N. Falchikov (Eds.). Routledge , London, UK . D. Hounsell. 2007. Towards more sustainable feedback to students. In Rethinking Assessment in Higher Education: Learning for the Longer Term, D. Boud and N. Falchikov (Eds.). Routledge, London, UK."},{"key":"e_1_2_1_53_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1365-2729.2010.00365.x"},{"key":"e_1_2_1_54_1","doi-asserted-by":"publisher","DOI":"10.1080\/03075079.2010.486859"},{"key":"e_1_2_1_55_1","doi-asserted-by":"publisher","DOI":"10.1145\/2499947.2499951"},{"key":"e_1_2_1_56_1","doi-asserted-by":"publisher","DOI":"10.1145\/1930464.1930480"},{"key":"e_1_2_1_57_1","volume-title":"Proceedings of the 6th Program Visualization Workshop (PVW\u201911)","author":"Ihantola P.","unstructured":"P. Ihantola , V. Karavirta , and O. Sepp\u00e4l\u00e4 . 2011. Automated visual feedback from programming assignments . In Proceedings of the 6th Program Visualization Workshop (PVW\u201911) . 87--95. P. Ihantola, V. Karavirta, and O. Sepp\u00e4l\u00e4. 2011. Automated visual feedback from programming assignments. In Proceedings of the 6th Program Visualization Workshop (PVW\u201911). 87--95."},{"key":"e_1_2_1_58_1","doi-asserted-by":"publisher","DOI":"10.1080\/14703297.2012.748333"},{"key":"e_1_2_1_59_1","doi-asserted-by":"publisher","DOI":"10.1145\/2483710.2483711"},{"key":"e_1_2_1_60_1","doi-asserted-by":"publisher","DOI":"10.1080\/02602938.2013.792108"},{"key":"e_1_2_1_61_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10639-008-9078-4"},{"key":"e_1_2_1_62_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1365-2729.2005.00133.x"},{"key":"e_1_2_1_63_1","doi-asserted-by":"publisher","DOI":"10.1145\/1839594.1839598"},{"key":"e_1_2_1_64_1","doi-asserted-by":"publisher","DOI":"10.1145\/1163405.1163408"},{"key":"e_1_2_1_65_1","doi-asserted-by":"publisher","DOI":"10.1145\/2047594.2047596"},{"key":"e_1_2_1_66_1","volume-title":"Java Foundations: Introduction to Program Design and Data Structures. Pearson Education.","author":"Lewis J.","year":"2010","unstructured":"J. Lewis , P. J. DePasquale , and J. Chase . 2010 . Java Foundations: Introduction to Program Design and Data Structures. Pearson Education. J. Lewis, P. J. DePasquale, and J. Chase. 2010. Java Foundations: Introduction to Program Design and Data Structures. Pearson Education."},{"key":"e_1_2_1_67_1","doi-asserted-by":"publisher","DOI":"10.1080\/13562510600680582"},{"key":"e_1_2_1_68_1","doi-asserted-by":"publisher","DOI":"10.1080\/08993400903384844"},{"key":"e_1_2_1_69_1","doi-asserted-by":"publisher","DOI":"10.1145\/1839594.1839597"},{"key":"e_1_2_1_70_1","volume-title":"Clean Code: A Handbook of Agile Software Craftsmanship","author":"Martin R. C.","unstructured":"R. C. Martin . 2009. Clean Code: A Handbook of Agile Software Craftsmanship . Prentice Hall . R. C. Martin. 2009. Clean Code: A Handbook of Agile Software Craftsmanship. Prentice Hall."},{"key":"e_1_2_1_72_1","doi-asserted-by":"publisher","DOI":"10.1109\/ICALT.2014.38"},{"key":"e_1_2_1_73_1","doi-asserted-by":"publisher","DOI":"10.1145\/2632320.2632359"},{"key":"e_1_2_1_74_1","doi-asserted-by":"publisher","DOI":"10.1080\/03075070600572090"},{"key":"e_1_2_1_75_1","doi-asserted-by":"publisher","DOI":"10.1145\/1272848.1272876"},{"key":"e_1_2_1_76_1","doi-asserted-by":"publisher","DOI":"10.1109\/LaTiCE.2013.36"},{"key":"e_1_2_1_77_1","doi-asserted-by":"publisher","DOI":"10.1145\/1345375.1345441"},{"key":"e_1_2_1_78_1","unstructured":"D. Perkins C. Hancock R. Hobbs F. Martin and R. Simmons. 1989. Conditions of learning in novice programmers. In Studying the Novice Programmer E. Soloway and J. C. Spohrer (Eds.). Lawrence Erlbaum Hillsdale NJ 261--279.  D. Perkins C. Hancock R. Hobbs F. Martin and R. Simmons. 1989. Conditions of learning in novice programmers. In Studying the Novice Programmer E. Soloway and J. C. Spohrer (Eds.). Lawrence Erlbaum Hillsdale NJ 261--279."},{"key":"e_1_2_1_79_1","doi-asserted-by":"publisher","DOI":"10.1145\/2445196.2445250"},{"key":"e_1_2_1_80_1","doi-asserted-by":"publisher","DOI":"10.1145\/2445196.2445248"},{"key":"e_1_2_1_81_1","doi-asserted-by":"publisher","DOI":"10.1080\/02602930601127869"},{"key":"e_1_2_1_82_1","doi-asserted-by":"publisher","DOI":"10.1080\/03075079.2010.483513"},{"key":"e_1_2_1_83_1","unstructured":"M. Prosser and K. Trigwell. 1999. Understanding Learning and Teaching. Society for Research into Higher Education Series. Open University Press.  M. Prosser and K. Trigwell. 1999. Understanding Learning and Teaching. Society for Research into Higher Education Series. Open University Press."},{"key":"e_1_2_1_84_1","doi-asserted-by":"publisher","DOI":"10.1145\/2361276.2361294"},{"key":"e_1_2_1_85_1","volume-title":"Learning to Teach in Higher Education","author":"Ramsden P.","unstructured":"P. Ramsden . 2003. Learning to Teach in Higher Education . RoutledgeFalmer . P. Ramsden. 2003. Learning to Teach in Higher Education. RoutledgeFalmer."},{"key":"e_1_2_1_86_1","doi-asserted-by":"publisher","DOI":"10.1145\/2492687"},{"key":"e_1_2_1_87_1","doi-asserted-by":"publisher","DOI":"10.1080\/08993401003612167"},{"key":"e_1_2_1_88_1","unstructured":"A. Robinson and M. Udall. 2006. Using formative assessment to improve student learning through critical reflection. In Innovative Assessment in Higher Education C. Bryan and K. Clegg (Eds.). Routledge London UK 92--99.  A. Robinson and M. Udall. 2006. Using formative assessment to improve student learning through critical reflection. In Innovative Assessment in Higher Education C. Bryan and K. Clegg (Eds.). Routledge London UK 92--99."},{"key":"e_1_2_1_89_1","doi-asserted-by":"publisher","DOI":"10.1145\/1041624.1041669"},{"key":"e_1_2_1_90_1","doi-asserted-by":"publisher","DOI":"10.1007\/BF00117714"},{"key":"e_1_2_1_91_1","volume-title":"Assessment: Case Studies, Experience and Practice from Higher Education","author":"Sadler D. R.","unstructured":"D. R. Sadler . 2002. Ah&excl; &nldr;. So that's \u2018quality .\u2019 In Assessment: Case Studies, Experience and Practice from Higher Education , P. Schwartz and Webb (Eds.). Kogan Page, London, UK , 130--137. D. R. Sadler. 2002. Ah&excl; &nldr;. So that's \u2018quality.\u2019 In Assessment: Case Studies, Experience and Practice from Higher Education, P. Schwartz and Webb (Eds.). Kogan Page, London, UK, 130--137."},{"key":"e_1_2_1_92_1","doi-asserted-by":"publisher","DOI":"10.1109\/TSE.2010.59"},{"key":"e_1_2_1_93_1","volume-title":"Rethinking Feedback in Higher Education: An Assessment for Learning Perspective","author":"Sambell K.","unstructured":"K. Sambell . 2011. Rethinking Feedback in Higher Education: An Assessment for Learning Perspective . Higher Education Academy, Bristol , UK. K. Sambell. 2011. Rethinking Feedback in Higher Education: An Assessment for Learning Perspective. Higher Education Academy, Bristol, UK."},{"key":"e_1_2_1_94_1","doi-asserted-by":"publisher","DOI":"10.1145\/1227504.1227366"},{"key":"e_1_2_1_95_1","volume-title":"Proceedings of the 36th Annual Conference on Frontiers in Education. 12--17","author":"Simon B.","unstructured":"B. Simon , R. Lister , and S. Fincher . 2006. Multi-institutional computer science education research: A review of recent studies of novice understanding . In Proceedings of the 36th Annual Conference on Frontiers in Education. 12--17 . B. Simon, R. Lister, and S. Fincher. 2006. Multi-institutional computer science education research: A review of recent studies of novice understanding. In Proceedings of the 36th Annual Conference on Frontiers in Education. 12--17."},{"key":"e_1_2_1_96_1","doi-asserted-by":"publisher","DOI":"10.1145\/2361276.2361295"},{"key":"e_1_2_1_97_1","doi-asserted-by":"publisher","DOI":"10.1145\/2445196.2445215"},{"key":"e_1_2_1_98_1","doi-asserted-by":"publisher","DOI":"10.1145\/2016911.2016930"},{"key":"e_1_2_1_99_1","volume-title":"Rethinking Assessment in Higher Education: Learning for the Longer Term","author":"Tan K.","unstructured":"K. Tan . 2007. Conceptions of self-assessment . In Rethinking Assessment in Higher Education: Learning for the Longer Term , D. Boud and N. Falchikov (Eds.). Routledge , London, UK . K. Tan. 2007. Conceptions of self-assessment. In Rethinking Assessment in Higher Education: Learning for the Longer Term, D. Boud and N. Falchikov (Eds.). Routledge, London, UK."},{"key":"e_1_2_1_100_1","doi-asserted-by":"publisher","DOI":"10.1145\/2632320.2632349"},{"key":"e_1_2_1_101_1","doi-asserted-by":"publisher","DOI":"10.1145\/366413.364581"},{"key":"e_1_2_1_102_1","volume-title":"Proceedings of the 15th Australasian Computing Education Conference (ACE\u201913)","author":"Wood K.","unstructured":"K. Wood , D. Parsons , J. Gasson , and P. Haden . 2013. It's never too early: Pair programming in CS1 . In Proceedings of the 15th Australasian Computing Education Conference (ACE\u201913) . 13--21. K. Wood, D. Parsons, J. Gasson, and P. Haden. 2013. It's never too early: Pair programming in CS1. In Proceedings of the 15th Australasian Computing Education Conference (ACE\u201913). 13--21."},{"key":"e_1_2_1_103_1","doi-asserted-by":"publisher","DOI":"10.1080\/1234567032000164859"},{"key":"e_1_2_1_104_1","volume-title":"Self- Regulated Learning: From Teaching to Self-Reflective Practice","author":"Zimmerman B. J.","unstructured":"B. J. Zimmerman . 1998. Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional models . In Self- Regulated Learning: From Teaching to Self-Reflective Practice , D. H. Schunk and B. J. Zimmerman (Eds.). Guilford Press , New York, NY , 1--19. B. J. Zimmerman. 1998. Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional models. In Self- Regulated Learning: From Teaching to Self-Reflective Practice, D. H. Schunk and B. J. Zimmerman (Eds.). Guilford Press, New York, NY, 1--19."},{"key":"e_1_2_1_105_1","doi-asserted-by":"publisher","DOI":"10.1145\/2538862.2538878"}],"container-title":["ACM Transactions on Computing Education"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/dl.acm.org\/doi\/10.1145\/2737596","content-type":"unspecified","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/dl.acm.org\/doi\/pdf\/10.1145\/2737596","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2025,6,18]],"date-time":"2025-06-18T05:48:11Z","timestamp":1750225691000},"score":1,"resource":{"primary":{"URL":"https:\/\/dl.acm.org\/doi\/10.1145\/2737596"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2016,1,28]]},"references-count":104,"journal-issue":{"issue":"1","published-print":{"date-parts":[[2016,2,26]]}},"alternative-id":["10.1145\/2737596"],"URL":"https:\/\/doi.org\/10.1145\/2737596","relation":{},"ISSN":["1946-6226"],"issn-type":[{"value":"1946-6226","type":"electronic"}],"subject":[],"published":{"date-parts":[[2016,1,28]]},"assertion":[{"value":"2013-12-01","order":0,"name":"received","label":"Received","group":{"name":"publication_history","label":"Publication History"}},{"value":"2015-02-01","order":1,"name":"accepted","label":"Accepted","group":{"name":"publication_history","label":"Publication History"}},{"value":"2016-01-28","order":2,"name":"published","label":"Published","group":{"name":"publication_history","label":"Publication History"}}]}}