Results 141 to 150 of about 4,407,810 (324)

Influence of Fluid Intelligence on Accuracy of Metacognitive Monitoring in Preschool Children Fades with the Calibration Feedback

, 2018
Higher fluid intelligence leads to better accuracy in metacognitive monitoring, but in school age this influence is moderated by the child’s development and education.
Kamila Urban, Marek Urban
semanticscholar   +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

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

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

Distance language learners and learner support: beliefs, difficulties and use of strategies [PDF]

, 2000
Evidence is mounting from a number of studies undertaken with groups of learners of all ages and all abilities that there is a particular factor common to successful language learners: strategic competence involving the use of appropriate learning ...
Hurd, Stella
core   +2 more sources

Measuring Metacognition in Cancer: Validation of the Metacognitions Questionnaire 30 (MCQ-30) [PDF]

, 2014
Objective The Metacognitions Questionnaire 30 assesses metacognitive beliefs and processes which are central to the metacognitive model of emotional disorder.
A Vodermaier, A Wells, A Wells, AE Yilmaz, AS Zigmond, B Muthen, B Thewes, Graham Dunn, K McNicol, L-T Hu, MM Spada, N Normann, Peter Fisher, Peter Salmon, R Allott, RC MacCallum, S Cartwright-Hatton, S Moorey, Sharon A. Cook, TJ Meyer, Una Macleod   +20 more
core   +2 more sources

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

Describing teacher educators’ metatalk moves enacted for teaching how to teach concepts

Education Inquiry
Higher education settings necessitate reflective decision-making through metacognitive thinking. As teacher educators prepare prospective teachers responsible for enhancing their students’ metacognitive abilities, they must employ metacognitive prompts ...
Yilmaz Soysal, Somayyeh Soysal
doaj   +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

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