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Additional Supporting Information may be found in the online version of this article at the publisher's web-site.

FilenameFormatSizeDescription
tea21095-0001-SuppFig-S1-S2.pdf411K

Figure S1. Example of high scoring organic chemistry concept map (score of 22).

Figure S2. Example low scoring organic chemistry concept map (score of 4).

tea21095-0002-SuppFig-S3-S5.pdf371K

Figure S3. Mean strategy frequencies by ethnic group. Displays the mean strategy frequencies for each strategy (S) and ethnic group for Unit 1.

Figure S4. Mean strategy frequencies by ethnic group. Displays the mean strategy frequencies for each strategy (S) and ethnic group for Unit 3.

Figure S5. Mean strategy frequencies by ethnic group. Displays the mean strategy frequencies for each strategy (S) and ethnic group for Unit 4.

tea21095-0003-SuppTab-S1.pdf69KTable S1. Self-regulated learning strategies used to code weeklong study diaries
tea21095-0004-SuppTab-S2.pdf70K

Table S2. Correlations between study strategies and concept maps, problem sets, and course grades

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