Results 131 to 140 of about 2,534 (256)

University students' metacognitive awareness of reading strategies (MARS) in online reading and MARS' role in their English reading comprehension. [PDF]

PLoS One
Anggia H, Habók A.
europepmc   +1 more source

From Awareness to Action: Eye-Tracking Metacognitive Reading Strategies

Studia Anglica Resoviensia
Metacognitive reading strategies are central to improving reading behaviour and comprehension, particularly for students reading in a second language (Grabe, 2009; Haukås et al., 2018). However, students’ self-reported awareness of these strategies does not always translate into effective use during reading tasks (Veenman & van Cleef, 2019).
openaire   +1 more source

Simulation‐Based Education to Support Nurses' Critical Thinking in Delirium Recognition: A Scoping Review

Journal of Advanced Nursing, EarlyView.
ABSTRACT Aim To map how simulation‐based education supports the development of critical thinking skills required for nurses to recognize delirium in clinical practice. Design A scoping review guided by the Joanna Briggs Institute methodology and the framework developed by Arksey and O'Malley, refined by Levac and colleagues.
Mohamed Toufic EL Hussein, Dawson S. Sheehan, Sandra Hirst   +2 more
wiley   +1 more source

Enhancing Learning in Graduate Nursing Education Through a Co‐Designed AI Virtual Tutor: A Mixed‐Methods Evaluation

Journal of Clinical Nursing, EarlyView.
ABSTRACT Background Large language model tools are increasingly used in higher education, offering opportunities to support self‐directed learning. In nursing education, course‐specific AI virtual tutors may provide contextualised support while addressing concerns about content accuracy and alignment; yet empirical evidence remains limited.
Charlene H. Chu, Lindsay A. Jibb, Neal MacInnes, Cordelia C. Shan, Shan D. Mohammed, Stephanie M. Nanos, Mary O'Sullivan, Carles Muntaner, Heather Thomson, Kimberley Widger   +9 more
wiley   +1 more source

Identity‐Based Motivation: Testing Assumptions of Ecological Validity, Individual Differences and Within‐Person Fluctuations

Journal of Personality, EarlyView.
ABSTRACT Introduction‐Objective We outline and test three key assumptions of identity‐based motivation theory. First, in everyday life, people draw both difficulty‐as‐importance and difficulty‐as‐impossibility inferences when tasks or goals feel hard to think about (ecological validity).
Alysia Burbidge, Daphna Oyserman
wiley   +1 more source

Enhancing EFL reading proficiency through mediated learning: Impacts on cognitive and metacognitive strategies. [PDF]

PLoS One
Bezabih S, Yigzaw A, Simegne B, Assefa D, Dibekulu D.   +4 more
europepmc   +1 more source

A Visual Analogue Scale Exercise for Teaching Antimicrobial Selection in Veterinary Pharmacology: Tool Development and Initial Implementation

Journal of Veterinary Pharmacology and Therapeutics, EarlyView.
ABSTRACT Veterinary students often find it difficult to select antimicrobial drugs for patients, likely because it requires them to consider multiple factors and there are frequently several possible options with a lack of a defined “correct or incorrect” choice. Our goal was to develop a teaching tool to engage the students through the decision‐making
Carly A. Patterson, Jordan Tayce, Johanna C. Heseltine   +2 more
wiley   +1 more source

The impact of technostress and generative AI on EFL mathematic metacognitive reading strategies and digital classroom burnout in SDG-aligned education. [PDF]

Sci Rep
Jingjing Q, Yan Z, Xiaobing X, Li L, Nusrat A.   +4 more
europepmc   +1 more source

Contextual Learning of New Meanings for Familiar Words: Perturbation of Original Meanings Occurs Without Deliberate Study

Language Learning, EarlyView.
Abstract The present study investigated learning new meanings of known words from reading, following Hulme et al.’s (2018) study. English speakers read four short stories containing 16 critical words (i.e., familiar word forms assigned invented secondary meanings).
Nurul Aini Mohd Jelani, Irina Elgort
wiley   +1 more source

Bridging awareness and behavior: decoding implicit metacognitive behaviors in AI-assisted programming via fine-grained log analysis. [PDF]

Front Psychol
Hou X, Liu Z, Wang G, Shi N.
europepmc   +1 more source