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Metacognition and Learning最新文献

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The role of achievement emotions for text comprehension and metacomprehension 成就情绪在语篇理解和元理解中的作用
IF 3.3 2区 教育学
Metacognition and Learning Pub Date : 2022-12-24 DOI: 10.1007/s11409-022-09331-w
Anja Prinz-Weiß, Laura Lukosiute, M. Meyer, Janina Riedel
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引用次数: 2
Temporal change of emotions: Identifying academic emotion trajectories and profiles in problem-solving 情绪的时间变化：识别解决问题中的学术情绪轨迹和概况
IF 3.3 2区 教育学
Metacognition and Learning Pub Date : 2022-12-20 DOI: 10.1007/s11409-022-09330-x
Juan Zheng, Susanne P. Lajoie, Shan Li, Hongbin Wu
{"title":"Temporal change of emotions: Identifying academic emotion trajectories and profiles in problem-solving","authors":"Juan Zheng, Susanne P. Lajoie, Shan Li, Hongbin Wu","doi":"10.1007/s11409-022-09330-x","DOIUrl":"https://doi.org/10.1007/s11409-022-09330-x","url":null,"abstract":"","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"18 1","pages":"315 - 345"},"PeriodicalIF":3.3,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49246462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
More socio-emotional regulation, more effective? Exploring social regulation of learning in collaborative argumentation among the high and low performing groups 更多的社会情绪调节，更有效？高、低绩效群体合作论证中学习的社会调节探索
IF 3.3 2区 教育学
Metacognition and Learning Pub Date : 2022-12-02 DOI: 10.1007/s11409-022-09329-4
Xiaoran Li, Yanyan Li, Wanqing Hu, Keru Li, Lei Gao
{"title":"More socio-emotional regulation, more effective? Exploring social regulation of learning in collaborative argumentation among the high and low performing groups","authors":"Xiaoran Li, Yanyan Li, Wanqing Hu, Keru Li, Lei Gao","doi":"10.1007/s11409-022-09329-4","DOIUrl":"https://doi.org/10.1007/s11409-022-09329-4","url":null,"abstract":"","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"18 1","pages":"261-293"},"PeriodicalIF":3.3,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41459236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Metacognitive writing strategies, critical thinking skills, and academic writing performance: A structural equation modeling approach 元认知写作策略、批判性思维技能和学术写作表现:结构方程建模方法
IF 3.3 2区 教育学
Metacognition and Learning Pub Date : 2022-11-24 DOI: 10.1007/s11409-022-09328-5
M. Teng, Mei Yue
{"title":"Metacognitive writing strategies, critical thinking skills, and academic writing performance: A structural equation modeling approach","authors":"M. Teng, Mei Yue","doi":"10.1007/s11409-022-09328-5","DOIUrl":"https://doi.org/10.1007/s11409-022-09328-5","url":null,"abstract":"","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"18 1","pages":"237-260"},"PeriodicalIF":3.3,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41509618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 13
Introduction to the special issue: the role of metacognition in complex skills - spotlights on problem solving, collaboration, and self-regulated learning 专题导论:元认知在复杂技能中的作用-聚焦于问题解决、协作和自我调节学习
IF 3.3 2区 教育学
Metacognition and Learning Pub Date : 2022-11-22 DOI: 10.1007/s11409-022-09327-6
Florian Krieger, R. Azevedo, A. Graesser, Samuel Greiff
{"title":"Introduction to the special issue: the role of metacognition in complex skills - spotlights on problem solving, collaboration, and self-regulated learning","authors":"Florian Krieger, R. Azevedo, A. Graesser, Samuel Greiff","doi":"10.1007/s11409-022-09327-6","DOIUrl":"https://doi.org/10.1007/s11409-022-09327-6","url":null,"abstract":"","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"17 1","pages":"683 - 690"},"PeriodicalIF":3.3,"publicationDate":"2022-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45510267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Transfer of metacognitive skills in self-regulated learning: effects on strategy application and content knowledge acquisition 元认知技能在自主学习中的迁移：对策略应用和内容知识获取的影响
IF 3.3 2区 教育学
Metacognition and Learning Pub Date : 2022-10-28 DOI: 10.1007/s11409-022-09322-x
Ferdinand Stebner, Corinna Schuster, Xénia Weber, Samuel Greiff, D. Leutner, Joachim Wirth
{"title":"Transfer of metacognitive skills in self-regulated learning: effects on strategy application and content knowledge acquisition","authors":"Ferdinand Stebner, Corinna Schuster, Xénia Weber, Samuel Greiff, D. Leutner, Joachim Wirth","doi":"10.1007/s11409-022-09322-x","DOIUrl":"https://doi.org/10.1007/s11409-022-09322-x","url":null,"abstract":"","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"17 1","pages":"715 - 744"},"PeriodicalIF":3.3,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45368036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 6
Changed-goal or cue-strengthening? Examining the reactivity of judgments of learning with the dual-retrieval model 目标改变还是线索强化？用对偶检索模型检验学习判断的反应性
IF 3.3 2区 教育学
Metacognition and Learning Pub Date : 2022-10-18 DOI: 10.1007/s11409-022-09321-y
M. Chang, C. J. Brainerd
{"title":"Changed-goal or cue-strengthening? Examining the reactivity of judgments of learning with the dual-retrieval model","authors":"M. Chang, C. J. Brainerd","doi":"10.1007/s11409-022-09321-y","DOIUrl":"https://doi.org/10.1007/s11409-022-09321-y","url":null,"abstract":"","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"18 1","pages":"183-217"},"PeriodicalIF":3.3,"publicationDate":"2022-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46530829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Examining the development of metacognitive strategy knowledge and its link to strategy application in complex problem solving – a longitudinal analysis 考察元认知策略知识的发展及其与复杂问题解决中策略应用的联系——纵向分析
IF 3.3 2区 教育学
Metacognition and Learning Pub Date : 2022-10-14 DOI: 10.1007/s11409-022-09324-9
Björn Nicolay, Florian Krieger, Matthias Stadler, Mari-Pauliina Vainikainen, M. A. Lindner, Anne Hansen, Samuel Greiff
{"title":"Examining the development of metacognitive strategy knowledge and its link to strategy application in complex problem solving – a longitudinal analysis","authors":"Björn Nicolay, Florian Krieger, Matthias Stadler, Mari-Pauliina Vainikainen, M. A. Lindner, Anne Hansen, Samuel Greiff","doi":"10.1007/s11409-022-09324-9","DOIUrl":"https://doi.org/10.1007/s11409-022-09324-9","url":null,"abstract":"","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"17 1","pages":"837 - 854"},"PeriodicalIF":3.3,"publicationDate":"2022-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41334918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
An examination of the effect of feedback on meta-ignorance of mental illness public stigma 反馈对精神疾病公众污名的元无知影响的检验
IF 3.3 2区 教育学
Metacognition and Learning Pub Date : 2022-10-07 DOI: 10.1007/s11409-022-09325-8
Xiao-Miao Li, B. Lindsay, Andrew C. H. Szeto, K. Dobson
{"title":"An examination of the effect of feedback on meta-ignorance of mental illness public stigma","authors":"Xiao-Miao Li, B. Lindsay, Andrew C. H. Szeto, K. Dobson","doi":"10.1007/s11409-022-09325-8","DOIUrl":"https://doi.org/10.1007/s11409-022-09325-8","url":null,"abstract":"","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"18 1","pages":"165-181"},"PeriodicalIF":3.3,"publicationDate":"2022-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45083569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Exploring the connection between task difficulty, task perceptions, physiological arousal and learning outcomes in collaborative learning situations 探索合作学习情境中任务难度、任务感知、生理唤醒和学习结果之间的联系
IF 3.3 2区 教育学
Metacognition and Learning Pub Date : 2022-09-27 DOI: 10.1007/s11409-022-09320-z
Jonna Malmberg, Eetu Haataja, Sanna Järvelä
{"title":"Exploring the connection between task difficulty, task perceptions, physiological arousal and learning outcomes in collaborative learning situations","authors":"Jonna Malmberg, Eetu Haataja, Sanna Järvelä","doi":"10.1007/s11409-022-09320-z","DOIUrl":"https://doi.org/10.1007/s11409-022-09320-z","url":null,"abstract":"","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"17 1","pages":"793 - 811"},"PeriodicalIF":3.3,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44712450","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
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