College students' study strategies as a function of testing: An investigation into metacognitive self-regulation

Innovative Higher Education

Volumn 30, Issue 5, 2006, Pages 361-375

  Ross, Margaret E ^a   Green, Samuel B ^b   Salisbury Glennon, Jill D ^a   Tollefson, Nona ^c  

^a AUBURN UNIVERSITY   (United States)

^b ARIZONA STATE UNIVERSITY   (United States)

^c UNIVERSITY OF KANSAS   (United States)

Author keywords

Academic achievement; Learning strategies; Metacognition; Test expectancy

Indexed keywords

EID: 33645323741     PISSN: 07425627     EISSN: 15731758     Source Type: Journal    
DOI: 10.1007/s10755-005-9004-2     Document Type: Review

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