Results 51 to 60 of about 13,006 (261)

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

Reception Baseline Assessment and ‘small acts’ of micro‐resistance

British Educational Research Journal, EarlyView.
Abstract In September 2021, following the global COVID‐19 pandemic, the Department for Education introduced a national standardised digital Reception Baseline Assessment (RBA) for all English 4‐year‐old children. We analyse RBA and its associated Quality Monitoring Visits, as a further intensification of the new public management of early years ...
Guy Roberts‐Holmes, Diana Sousa, Siew Fung Lee   +2 more
wiley   +1 more source

Absence without leave or leave without absence: Examining the interrelations among mind wandering, metacognition and cognitive control. [PDF]

PLoS ONE, 2018
Despite the abundance of recent publications about mind wandering (i.e., off-task thought), its interconnection with metacognition and cognitive control has not yet been examined.
Leonhard Hakon Drescher, Eva Van den Bussche, Kobe Desender   +2 more
doaj   +1 more source

Strategies teachers use to support students' self‐regulation skill development in mainstream primary schools: A scoping review

British Educational Research Journal, EarlyView.
Abstract This scoping review has explored the interventions and approaches used by teachers in mainstream (general education) primary schools (students aged 4–11) to support self‐regulation skill development in the classroom. The review followed the PRISMA Extension for Scoping Reviews (PRISMA‐ScR) guidelines for reporting and was guided by the Joanna ...
Kim Griffin, Kate Wilmut, Carol Brown, Tanya Rihtman   +3 more
wiley   +1 more source

Cognitive and Metacognitive Mechanisms of Change in Metacognitive Training for Depression

Scientific Reports, 2017
Metacognitive Training for Depression (D-MCT), a low-threshold group intervention, has been shown to improve depressive symptoms. It aims at the reduction of depression by changing dysfunctional cognitive as well as metacognitive beliefs.
Lena Jelinek, Niels Van Quaquebeke, Steffen Moritz   +2 more
doaj   +1 more source

Effects of web-based metacognitive listening on Chinese university EFL learners' listening comprehension and metacognitive awareness

Indonesian Journal of Applied Linguistics, 2019
The present study examined the effects of web-based metacognitive listening practice on L2 learners’ listening comprehension over 14 weeks. Participants (N  = 67) came from two intact classes of intermediate EFL university learners in China.
Tao Pei, Jitpanat Suwanthep
doaj   +1 more source

Metacognitive control and the spacing effect. [PDF]

Journal of Experimental Psychology: Learning, Memory, and Cognition, 2010
This study investigates whether the use of a spacing strategy absolutely improves final performance, even when the learner had chosen, metacognitively, to mass. After making judgments of learning, adult and child participants chose to mass or space their study of word pairs. However, 1/3 of their choices were dishonored.
openaire   +2 more sources

A systematic review of second language (L2) student writers' metacognitive experiences

British Educational Research Journal, EarlyView.
Abstract This systematic review synthesises empirical evidence on second language (L2) student writers' metacognitive experiences (MEs) across different classroom‐based L2 learning contexts in peer‐reviewed academic journals. A comprehensive search of six databases (Scopus, APA PsycINFO, British Education Index, ERIC subscription, Education Source and ...
Zhe Li, Jing Wu, Allen Thurston, Joanne O'Keeffe   +3 more
wiley   +1 more source

Metacognitive knowledge about self-control

Current Opinion in Psychology
Good self-control is highly valuable, but the processes that promote it are not fully understood. This review emphasizes that self-control is "inherently metacognitive" (p. 204, Duckworth et al., 2014) and describes the potential benefits of metacognitive knowledge for self-control.
Marie Hennecke, Pooja Kulkarni
openaire   +3 more sources

‘A double‐edged tool’: A psychological needs perspective of generative AI and postgraduate international students' engagement in UK higher education

British Educational Research Journal, EarlyView.
Abstract The integration of generative artificial intelligence (generative AI) in higher education is reshaping student engagement, yet its impact on postgraduate international students remains underexplored. This study examines how generative AI shapes postgraduate international students' engagement through a psychological needs perspective.
Olatunji David Adekoya, Hakeem Adeniyi Ajonbadi, Chima Mordi, Peculiar Samuel, Hoang Nguyen   +4 more
wiley   +1 more source