C O R R E C T I O N
Correction to: How social challenges affect children
’s
regulation and assignment quality in hypermedia:
a process mining study
Cindy Paans
1&Erdem Onan
1&Inge Molenaar
1&Ludo Verhoeven
1&Eliane Segers
1,2 Published online: 7 December 2019# Springer Science+Business Media, LLC, part of Springer Nature 2019
Correction to: Metacognition and Learning (2019) 14:189
–213
https://doi.org/10.1007/s11409-019-09204-9
The original version of this article unfortunately contained a mistake. The presentation of
Fig.
1
was incorrect as it misses an arrow from
“High-Cognition” to “Support” and misses two
numbers next to the arrow displayed just to the right of
“High-Cognition”. The corrected figure
is given below.
Publisher’s Note Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Metacognition and Learning (2020) 15:89–90 https://doi.org/10.1007/s11409-019-09216-5
The online version of the original article can be found athttps://doi.org/10.1007/s11409-019-09204-9
* Cindy Paans c.paans@psych.ru.nl
1
Behavioural Science Institute, Radboud University, Montessorilaan 3, 6525 HRNijmegen, The Netherlands
2
0.347 0.931 0.068 0.691 0.082 0.881 0.137 0.672 0.072 1.000 0.051 0.787 0.151 0.687 1.000 0.895 0.242 0.692 0.279 0.688 0.037 0.672 1.000 0.895 0.068 0.686 0.664 0.894 0.033 0.623 0.068 0.610 0.097 0.670 READING complete 0.410 HIGH- COGNITION complete 0.318 PROCESSING complete 1.000 MONITORING complete 0.561 SUPPORT complete 0.256 CHALLENGE complete 0.726 0.160 0.686 CLUSTER_10 complete 2 elements -0.193
Fig. 1 Process model of low social challenge dyads. Cluster_10 consists of the elements Analysis and Evaluation. Numbers in the nodes represent the level of significance (the cluster shows the mean significance of the elements). Numbers on the edges represent the level of significance (top) and correlation (bottom)
