Results 201 to 210 of about 15,447 (301)

Does metacognitive awareness improve self-regulated learning and ensure academic achievement in the COVID-19 crisis? [PDF]

Can Med Educ J, 2021
Ghosh S, Jegathisan P.
europepmc   +1 more source

Predictors of worry‐related safety behaviours and avoidance

British Journal of Clinical Psychology, EarlyView.
Abstract Objectives The purpose of this study was to examine the extent to which the primary mechanisms implicated in leading models of Generalized Anxiety Disorder (GAD) (i.e. cognitive avoidance, metacognitive beliefs and intolerance of uncertainty) uniquely predict reassurance seeking and other behaviours associated with worry (e.g.
Taylor Crawford, Christine Purdon
wiley   +1 more source

Metacognitive awareness and confidence as predictors of academic performance in pharmacy students: insights from grade predictions and structural equation modeling. [PDF]

Front Psychol
Alfaraj R, Ozdemir B, Aljuffali L, Alsabhan JF, Al Aloola N, Alkofide H, Aljadeed R, Aljadeed R, Alodaib F, Alkhudair N, Almalag HM, Bawazeer GA, Alnaim LS, Altuwaijri N.   +13 more
europepmc   +1 more source

Exploration of the first-year university students’ metacognitive awareness about reading strategies

, 2023
Zamborova K, Klimova B, Fronckova K.
europepmc   +1 more source

Faces and phases of epistemic curiosity in science learning: A longitudinal study

British Journal of Developmental Psychology, EarlyView.
Different faces of epistemic curiosity shape science learning across development. While early scientific reasoning depends on the joint action of interest‐type and deprivation‐type curiosity, science knowledge is robustly driven by interest‐type curiosity, revealing a developmental reweighting of motivational mechanisms.
Susanne Koerber, Christopher Osterhaus
wiley   +1 more source

Unravelling dynamic trajectories of epistemic emotions in a technology‐enhanced problem‐solving task: A multimodal data approach

British Journal of Educational Psychology, EarlyView.
Abstract Background Scholars have reached a consensus on the influential roles and dynamic characteristics of epistemic emotions during the problem‐solving process; however, few research provided empirical evidence to reveal the temporal progression of these emotions.
Tingting Wang, Jianhua Zhang, Shasha Li, Jie Gao, Lingyun Huang, Susanne P. Lajoie   +5 more
wiley   +1 more source

Role of Metacognitive Awareness and Academic Motivation in Medical Undergraduates' Academic Performance: An Observational Study. [PDF]

J Adv Med Educ Prof
Deshmukh N, Borkar A, Abbas HM, Jalgaonkar S.   +3 more
europepmc   +1 more source

Enjoyment and perceived teacher conflict shape early L2 English performance: A longitudinal study in primary school

British Journal of Educational Psychology, EarlyView.
Abstract Background Learning English as a second language (L2) is crucial in a globalized world. However, longitudinal evidence on how young learners' achievement emotions and perceived teacher–child relationship quality jointly shape L2 outcomes remains limited.
Fabiola Silletti, Gabrielle Coppola, Cristina Semeraro, Rosalinda Cassibba, Paola Palladino, Matteo Gatti, Pasquale Musso   +6 more
wiley   +1 more source

Metacognitive Awareness and Academic Performance: Implications from a Cognitive Neuroscience Perspective in Pre-service Teacher Education. [PDF]

Ann Neurosci
Agrawal PK, Gore R, Kumar M, Kushwaha V, Goenka S, Agrawal S.   +5 more
europepmc   +1 more source

To disclose or not to disclose: Peer influence and psychological factors in students' use of generative artificial intelligence

British Journal of Educational Psychology, EarlyView.
Abstract Background The integration of generative artificial intelligence (GenAI) into higher education has transformed academic practices and redefined the boundaries of academic integrity. Despite institutional mandates for disclosure, students frequently conceal their GenAI use, reflecting ethical uncertainty and relational risk.
Yao Qu, Jue Wang
wiley   +1 more source