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The Study of Relationship between Metacognition, Achievement Goals , Study Strategies and Academic Achievement [PDF]

مطالعات روانشناسی تربیتی, 2014
The Study of Relationship between Metacognition, Achievement Goals , Study Strategies and Academic Achievement By F. Rasouli Khorshidi(M.A), P. Kadivar(Ph.D), Gh.R.
fateme rasooli khorshidi, parvan kadivar, gholamreza sarami, zahra tanha   +3 more
doaj   +1 more source

Are metacognition interventions in young children effective? Evidence from a series of meta-analyses

Metacognition and Learning
A metacognitive learner acts in a planful way, monitors their progress, flexibly adapts their strategies, and reflects on their learning. Unsurprisingly, a metacognitive approach to learning is an important predictor of children’s academic performance ...
Janina Eberhart, Franziska Ingendahl, Donna Bryce   +2 more
semanticscholar   +1 more source

Implicit manifestation of prospective metacognition in betting choices enhances its efficiency compared to explicit expression

Frontiers in Human Neuroscience
Recent metacognitive research has extensively investigated metacognitive efficiency (i.e., the accuracy of metacognition). Given the functional importance of metacognition for adaptive behavioral control, it is important to explore the nature of ...
Hidekazu Nagamura, Hiroshi Onishi, Kohta I. Kobayasi, Shoko Yuki   +3 more
doaj   +1 more source

Metacognition and Cognitive Flexibility in Autistic and Neurotypically‐Developing Populations

Brain and Behavior
Purpose Whether and how metacognition is altered in individuals with autistic spectrum disorder (ASD) is intensely debated. Metacognitive deficit is claimed to be related to cognitive inflexibility, accounting for restrictive behaviors in ASD individuals.
Mikhail Ordin, Natàlia Barbarroja, Leona Polyanskaya, Héctor M. Manrique, Miguel Castelo‐Branco   +4 more
doaj   +1 more source

The veterinarian as educator: Experiences undertaking an anatomy education extra mural studies placement

Anatomical Sciences Education, EarlyView.
Abstract Educating clients and teaching and mentoring colleagues are crucial yet underappreciated elements of a veterinarian's professional duties. Unfortunately, veterinary curricula rarely explicitly aim to encourage students to develop effective teaching practices.
Renato L. Previdelli, Emma Driver, Jane Tomlin, Sarah B. Channon   +3 more
wiley   +1 more source

Metacognition, Stress - Relaxation Balance & Related Hormones

Int. J. Recent Contributions Eng. Sci. IT, 2021
This paper examines the interaction between metacognition and stress response. Specifically, the main purpose of this study is to trace the interaction between metacognition, sympathetic-parasympathetic nervous system and the basic stress-related ...
A. Drigas, Eleni Mitsea
semanticscholar   +1 more source

Student perspectives on AI‐supported formative assessment in pharmacology

British Journal of Clinical Pharmacology, EarlyView.
Abstract Aims High‐quality feedback is crucial for helping medical students understand and apply core concepts of pharmacology, yet personalized feedback is resource‐intensive to produce. Artificial intelligence (AI) offers a potential solution, but little is known about students' perspectives on AI‐generated feedback.
Jon Andsnes Berg, Øyvind Repstad, Trond Trætteberg Serkland, Tiril Egset Mork, Christian Bru, Olav Tenstad, Monika Kvernenes   +6 more
wiley   +1 more source

Knowing Ourselves Together: The Cultural Origins of Metacognition

Trends in Cognitive Sciences, 2020
Metacognition – the ability to represent, monitor and control ongoing cognitive processes – helps us perform many tasks, both when acting alone and when working with others.
C. Heyes, Dan Bang, N. Shea, C. Frith, S. Fleming   +4 more
semanticscholar   +1 more source

Why Metacognition Is Not Always Helpful

Frontiers in Psychology, 2020
In many situations, actively engaging in metacognition may improve cognitive achievement and subjective well-being. However, the potential disadvantages of metacognitive engagement are only rarely communicated in metacognition research.
Elisabeth Norman, Elisabeth Norman
doaj   +1 more source

Evidence to support integrating feedback best practice for computer‐based assessment in pharmacology education

British Journal of Clinical Pharmacology, EarlyView.
Feedback is the most powerful driver of learning, but it can afford variable effects depending on the method used. The design of feedback for computer‐based assessment—now increasingly prevalent in higher education—remains relatively underexplored, particularly for pharmacology education.
Claire Y. Hepburn
wiley   +1 more source