Skip to main content

Peer Review reports

From: The mediating role of motivated strategies in the relationship between formative classroom assessment and academic well-being in medical students: a path analysis

Original Submission
10 Sep 2021 Submitted Original manuscript
Resubmission - Version 2
Submitted Manuscript version 2
26 Sep 2021 Reviewed Reviewer Report - Paola Di Carlo
11 Oct 2021 Reviewed Reviewer Report
27 Oct 2021 Author responded Author comments - Majid Yousefi Afrashteh
Resubmission - Version 3
27 Oct 2021 Submitted Manuscript version 3
10 Nov 2021 Reviewed Reviewer Report - Paola Di Carlo
18 Nov 2021 Reviewed Reviewer Report
24 Nov 2021 Author responded Author comments - Majid Yousefi Afrashteh
Resubmission - Version 4
24 Nov 2021 Submitted Manuscript version 4
29 Nov 2021 Author responded Author comments - Majid Yousefi Afrashteh
Resubmission - Version 5
29 Nov 2021 Submitted Manuscript version 5
4 Dec 2021 Author responded Author comments - Majid Yousefi Afrashteh
Resubmission - Version 6
4 Dec 2021 Submitted Manuscript version 6
31 Dec 2021 Author responded Author comments - Majid Yousefi Afrashteh
Resubmission - Version 7
31 Dec 2021 Submitted Manuscript version 7
Publishing
13 Jan 2022 Editorially accepted
14 Jan 2022 Article published 10.1186/s12909-022-03118-y

You can find further information about peer review here.

Back to article page