-
1
-
-
4544272533
-
Does training on self-regulated learning facilitate students' learning with hypermedia?
-
Azevedo, R., & Cromley, J. G. (2004). Does training on self-regulated learning facilitate students' learning with hypermedia? Journal of Educational Psychology, 96, 523-535.
-
(2004)
Journal of Educational Psychology
, vol.96
, pp. 523-535
-
-
Azevedo, R.1
Cromley, J.G.2
-
3
-
-
0011571388
-
A process-oriented model of metacognition: Links between motivation and executive functioning
-
G. Schraw, & J. C. Impara (Eds.) Lincoln, NE: Buros Institute of Mental Measurement
-
Borkowski, J. G., Chan, L. K. S., & Muthukrishna, N. (2000). A process-oriented model of metacognition: Links between motivation and executive functioning. In G. Schraw, & J. C. Impara (Eds.), Issues in the measurement of metacognition (pp. 1-41). Lincoln, NE: Buros Institute of Mental Measurement.
-
(2000)
Issues in the Measurement of Metacognition
, pp. 1-41
-
-
Borkowski, J.G.1
Chan, L.K.S.2
Muthukrishna, N.3
-
4
-
-
0002906054
-
Skills, plans, and self-regulation
-
Erlbaum Hillsdale, N.J.
-
Brown, A. L., & DeLoache, J. S. (1978). Skills, plans, and self-regulation. In R. S. Siegel (Ed.), Children's thinking: What develops? (pp. 3-35). Hillsdale, N.J.: Erlbaum.
-
(1978)
Children's Thinking: What Develops?
, pp. 3-35
-
-
Brown, A.L.1
Deloache, J.S.2
Siegel, R.S.3
-
6
-
-
0032389279
-
Scientific discovery learning with computer simulations of conceptual domains
-
De Jong, T., & Van Joolingen, W. R. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68, 179-201.
-
(1998)
Review of Educational Research
, vol.68
, pp. 179-201
-
-
De Jong, T.1
Van Joolingen, W.R.2
-
7
-
-
0002742787
-
Executive decisions and regulation of problem solving behavior
-
Erlbaum Hillsdale, N.J.
-
Kluwe, R. H. (1987). Executive decisions and regulation of problem solving behavior. In F. E. Weinert, & R. H. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 31-64). Hillsdale, N.J.: Erlbaum.
-
(1987)
Metacognition, Motivation, and Understanding
, pp. 31-64
-
-
Kluwe, R.H.1
Weinert, F.E.2
Kluwe, R.H.3
-
9
-
-
0002720721
-
Motivational and self-regulated leaning components of classroom academic performance
-
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated leaning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
-
(1990)
Journal of Educational Psychology
, vol.82
, pp. 33-40
-
-
Pintrich, P.R.1
De Groot, E.V.2
-
10
-
-
33746462773
-
Metacognitive competent reading is constructively responsive reading: How can such reading be developed in students?
-
Pressley, M., & Gaskins, I. (2006). Metacognitive competent reading is constructively responsive reading: How can such reading be developed in students? Metacognition and Learning, 1, 99-113.
-
(2006)
Metacognition and Learning
, vol.1
, pp. 99-113
-
-
Pressley, M.1
Gaskins, I.2
-
11
-
-
33748271915
-
The impact of intellectual ability and metacognition on learning: New support for the threshold of problematicity theory
-
Prins, F. J., Veenman, M. V. J., & Elshout, J. J. (2006). The impact of intellectual ability and metacognition on learning: New support for the threshold of problematicity theory. Learning and Instruction, 16, 374-387.
-
(2006)
Learning and Instruction
, vol.16
, pp. 374-387
-
-
Prins, F.J.1
Veenman, M.V.J.2
Elshout, J.J.3
-
12
-
-
36849084582
-
Self-regulated learning theory
-
Nature Publishing Group London
-
Schraw, G., Kauffman, D. F., & Lehman, S. (2002). Self-regulated learning theory. In L. Nadel (Ed.), The encyclopedia of cognitive science (pp. 1063-1073). London: Nature Publishing Group.
-
(2002)
The Encyclopedia of Cognitive Science
, pp. 1063-1073
-
-
Schraw, G.1
Kauffman, D.F.2
Lehman, S.3
Nadel, L.4
-
15
-
-
10144241695
-
Intellectual and metacognitive skills of novices while studying texts under conditions of text difficulty and time constraint
-
Veenman, M. V. J., & Beishuizen, J. J. (2004). Intellectual and metacognitive skills of novices while studying texts under conditions of text difficulty and time constraint. Learning and Instruction, 14, 619-638.
-
(2004)
Learning and Instruction
, vol.14
, pp. 619-638
-
-
Veenman, M.V.J.1
Beishuizen, J.J.2
-
16
-
-
0001629827
-
Thinking aloud: Does it affect regulatory processes in learning
-
Veenman, M. V. J., Elshout, J. J., & Groen, M. G. M. (1993). Thinking aloud: does it affect regulatory processes in learning. Tijdschrift voor Onderwijsresearch, 18, 322-330.
-
(1993)
Tijdschrift voor Onderwijsresearch
, vol.18
, pp. 322-330
-
-
Veenman, M.V.J.1
Elshout, J.J.2
Groen, M.G.M.3
-
17
-
-
33746423495
-
Metacognition and Learning: Conceptual and Methodological Considerations
-
Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and Learning: Conceptual and Methodological Considerations. Metacognition and Learning, 1, 3-14.
-
(2006)
Metacognition and Learning
, vol.1
, pp. 3-14
-
-
Veenman, M.V.J.1
Van Hout-Wolters, B.H.A.M.2
Afflerbach, P.3
-
18
-
-
0002629925
-
Regulation of learning, approaches to studying and learning styles of adult students
-
SVO The Hague
-
Vermunt, J. D. H. M. (1986). Regulation of learning, approaches to studying and learning styles of adult students. In P. R. J. Simons, & G. Berkhof (Eds.), The regulation of learning (pp. 15-32). The Hague: SVO.
-
(1986)
The Regulation of Learning
, pp. 15-32
-
-
Vermunt, J.D.H.M.1
Simons, P.R.J.2
Berkhof, G.3
-
19
-
-
0030528664
-
A metacognitive view of individual differences in self-regulated learning
-
Winne, P. H. (1996). A metacognitive view of individual differences in self-regulated learning. Learning and Individual Differences, 8, 327-353.
-
(1996)
Learning and Individual Differences
, vol.8
, pp. 327-353
-
-
Winne, P.H.1
|