Results 171 to 180 of about 4,417,487 (296)

Association Between Anxiety Disorders and English Academic Writing Performance Among College Students: The Chain Mediating Role of Learning Motivation and Metacognitive Strategies. [PDF]

Psychol Res Behav Manag
Xu Q, Xu Z, Tan A, Yu Z.
europepmc   +1 more source

Practice to preach self-regulation: Use of metacognitive strategies by medical teachers in their learning practices. [PDF]

Pak J Med Sci, 2019
Ali S, Yasmeen R.
europepmc   +1 more source

Three shades of self‐regulation with unique complex dynamics, drivers and targets for intervention

British Journal of Educational Technology, EarlyView.
Abstract Self‐regulated learning (SRL) is an active process involving multiple interacting components that evolve over time, exhibiting characteristics of complex systems such as non‐linearity, emergent behaviour, self‐organization, and hierarchy. These interactions unfold at different temporal levels, each warranting a dedicated lens to capture their ...
Sonsoles López‐Pernas, Miguel A. Conde, Mohammed Saqr   +2 more
wiley   +1 more source

The Roles of Growth Language Mindset, Metacognitive Strategies, and Language Learning Self-Efficacy in Predicting L2 Willingness to Communicate: A Network Analysis and a Chain Mediation Model. [PDF]

Behav Sci (Basel)
Ho YH, Lu A, Liu S, Chen W, Huang J, Zheng M.   +5 more
europepmc   +1 more source

Development and evaluation of artificial intelligence literacy training for teacher education students

British Journal of Educational Technology, EarlyView.
Abstract Teacher education students play double role as present learners and future educators. Hence, they need targeted training to navigate the growing influence of Generative Artificial Intelligence (GenAI) on teaching, learning and professional identity.
Tam Hong Le, Luna Huynh, Belle Dang, Hiep‐Hung Pham, Nga Thi Viet Nguyen, Andy Nguyen   +5 more
wiley   +1 more source

A balance between stability and flexibility: Adaptive patterns of self‐regulated learning processes shape game‐based learning

British Journal of Educational Technology, EarlyView.
Abstract To ensure learning efficiency in game‐based learning (GBL), learners must regulate cognitive, affective, metacognitive and motivational (CAMM) processes, collectively known as self‐regulated learning (SRL). SRL is dynamic and non‐linear, characterized by regulatory patterns and CAMM interactions that lead to macro‐level SRL behaviours. In this
Elizabeth B. Cloude, Stefan E. Huber, Jingwei Wei, Bianca Esmanhoto, Muhterem Dindar, Manuel Ninaus, Kristian Kiili   +6 more
wiley   +1 more source

Not all collaboration benefits from competition: Collaboration modes in a computational thinking game

British Journal of Educational Technology, EarlyView.
Abstract Digital game‐based learning often leverages social dynamics to enhance engagement, yet the interplay between collaborative structures and competitive pressures remains complex. This study investigated different collaboration modes and how they interact with competition to influence computational thinking (CT) learning, group metacognition and ...
Ching‐Huei Chen, Kun Huang
wiley   +1 more source

Authentic and functional dialogue with AI‐based student avatars: Evidence from a practice‐based teacher education program

British Journal of Educational Technology, EarlyView.
Abstract Interactions with AI‐based student avatars offer scalable opportunities to practice educational dialogue in practice‐based teacher education (PBTE), yet little is known about the interaction quality of such simulations. This exploratory case study examined whether avatar‐mediated exchanges provide authentic and functional learning ...
Dennis Hauk, Franziska Menter, Jan‐Michael Schorling   +2 more
wiley   +1 more source

Metacognitive Strategies

, 2011
openaire   +1 more source

Unpacking student interactions in GenAI‐assisted social annotation: An epistemic network analysis of cognitive and social presence

British Journal of Educational Technology, EarlyView.
Abstract Cognitive presence and social presence are essential for computer‐supported collaborative learning (CSCL). Yet, monitoring and providing personalised feedback to support these presences remain a persistent challenge, particularly in the context of social annotation (SA).
Mengru Pan, Chun Lai, Kai Guo, Chin‐Hsi Lin   +3 more
wiley   +1 more source