Results 111 to 120 of about 11,193 (292)

Leveraging Discipline‐Agnostic Critical Pedagogy Courses for Transformational Professional Identity Formation

New Directions for Teaching and Learning, EarlyView.
ABSTRACT This paper describes the observations of two instructors in the U.S. and Ireland about critical pedagogy courses that, due to their positioning in educational development, have appeared to serve graduate student professional identity development and promote transformational learning exceptionally.
Anna Santucci Leoni
wiley   +1 more source

The validity of metacognitive components through performance-based test

Psico-USF
Students’ metacognitive components have been empirically validated by self-report tests and think aloud protocols. However, these tests generate relevant measurement biases, which weaken the evidence found on these components.
Cristiano Mauro Assis Gomes, Jhonys de Araujo, Hellen Keller Caixeta, Marcio Alexander Castillo-Diaz, Heitor Blesa Farias, Enio Galinkin Jelihovschi   +5 more
doaj   +1 more source

From bias awareness to governance control: Regulating human factors across the forensic science evidence lifecycle

Journal of Forensic Sciences, EarlyView.
Abstract Cognitive bias is widely recognized as a persistent source of error in forensic science, yet mitigation efforts continue to emphasize examiner awareness, ethical vigilance, and training‐based interventions. Empirical evidence from cognitive science demonstrates that such approaches are insufficient to reliably control bias under real‐world ...
Michael P. Kessler
wiley   +1 more source

Anchoring Effect of Performance Feedback on Accuracy of Metacognitive Monitoring in Preschool Children. [PDF]

Eur J Psychol, 2021
Urban K, Urban M.
europepmc   +1 more source

Unraveling authoritarian reform decision‐making: A metacognitive–subcognitive model

American Journal of Political Science, EarlyView.
Abstract Recent research indicates that state reforms in East and Southeast Asia have been predominantly top‐down and authoritarian‐led. However, this significant observation implicitly relies on important assumptions about authoritarian decision‐making behavior and psychology that remains understudied.
Eugene Yu Ji
wiley   +1 more source

Do schema modes predict outcome of cognitive behavioural therapy in patients with obsessive–compulsive disorder and anxiety disorders?

British Journal of Clinical Psychology, EarlyView.
Abstract Objectives Cognitive behavioural therapy (CBT) is the psychological treatment of choice for patients with obsessive–compulsive disorder (OCD) or an anxiety disorder. However, a substantial group (30–40%) does not profit sufficiently. Predictors of outcome inform us about how to adapt interventions for this group.
Manon Peeters, Boris van Passel, Nancy Peeters, Julie Krans   +3 more
wiley   +1 more source

Metacognition and Mathematical Modeling Skills: The Mediating Roles of Computational Thinking in High School Students

Journal of Intelligence
This study was to investigate the relationship between metacognition and the mathematical modeling skills of high school students, as well as the mediating role of computational thinking.
Jing Zhang, Yu Zhou, Bin Jing, Zhongling Pi, Hongliang Ma   +4 more
doaj   +1 more source

Developing a core outcome set for generalized anxiety disorder during the perinatal period: Identifying core treatment outcomes in perinatal anxiety

British Journal of Clinical Psychology, EarlyView.
Abstract Background Generalized anxiety disorder during the perinatal period (pGAD) is highly prevalent and associated with adverse outcomes for both mother/birthing person (BP) and child. Yet, most treatment studies rely on researcher‐selected outcomes that may not reflect patient priorities.
Emma M. Stallwood, Annaba Tasnia, Daniela Giansante, Briar E. Inness, Benicio N. Frey, Randi E. McCabe, Sheryl M. Green   +6 more
wiley   +1 more source

Developmental Improvements and Persisting Difficulties in Children's Metacognitive Monitoring and Control Skills: Cross-Sectional and Longitudinal Perspectives. [PDF]

Child Dev, 2021
Bayard NS, van Loon MH, Steiner M, Roebers CM.   +3 more
europepmc   +1 more source

Executive functions, metacognitive monitoring and academic abilities

Executive function skills and metacognitive monitoring practices are two sets of cognitive processes routinely linked to academic abilities. Despite sharing several theoretical characteristics, their overlap or independence concerning multiple academic ...
Claire Hughes, Michelle R Ellefson, Rina PY Lai   +2 more
core   +1 more source