Results 111 to 120 of about 8,002 (169)

Does Reflective Thinking Improve the Ability to Plan in Light and Heavy Drinkers? A Clinical-Experimental Model of Metacognition. [PDF]

Med Sci Monit
Nowaczyk NK.
europepmc   +1 more source

Self‐Reported Driving Problems Predict Future Traffic Crashes in Older Men: Prevalence and Determinants of Unrecognized Imminent Risk

Journal of the American Geriatrics Society, EarlyView.
Drivers with low education and slow TMT‐B performance had a more than twofold higher crash risk than the high‐education, fast TMT‐B reference group. ABSTRACT Background Older drivers exhibit elevated crash risk per distance driven, yet accurately identifying high‐risk individuals without unjustly restricting mobility remains challenging.
Ji Won Han, Tae Hui Kim, Kyung Phil Kwak, Bong Jo Kim, Shin Gyeom Kim, Jeong Lan Kim, Seok Woo Moon, Joon Hyuk Park, Seung‐Ho Ryu, Dong Woo Lee, Seok Bum Lee, Jung Jae Lee, Jin Hyeong Jhoo, Ki Woong Kim   +13 more
wiley   +1 more source

Misconceptions and Lack of Knowledge of Self-Regulation of Learning Hinder Students' Use of Self-Regulation Strategies and Their Achievement: How This Can Be Changed by a Model-Based Instructional Video. [PDF]

Behav Sci (Basel)
Fischer A, Dignath CC.
europepmc   +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

Segmentation of nursing students' learning strategies: A combined hierarchical and non-hierarchical clustering approach. [PDF]

J Educ Health Promot
Ait Moussa K, Selmaoui S, Ouzennou N.
europepmc   +1 more source

Narcissism Is Associated With Blunted Error‐Related Brain Activity

Journal of Personality, EarlyView.
ABSTRACT Objective Narcissism is associated with self‐enhancement and social antagonism, yet its neural underpinnings, particularly in error processing, remain underexplored. Competing theoretical models, such as the mask model and the metacognitive model, offer conflicting hypotheses regarding how narcissism influences early neural responses to errors.
Esther M. Robins, Zhiwei Zhou, Chengli Huang, Douglas J. Angus, Constantine Sedikides, Nicholas J. Kelley   +5 more
wiley   +1 more source

A longitudinal psychological model of writing development: interactions among self-efficacy, regulation, and anxiety. [PDF]

Front Psychol
Cheng S, Lin C, Wei D, Chen Y.
europepmc   +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

Metacognitive awareness and growth mindset in health science students: implications for teamwork education. [PDF]

BMC Med Educ
Molcik E, Karunaratne N, Lyons K, Fernandes L, Exintaris B.   +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