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Metacognition and Learning最新文献

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The self-regulation for learning online (SRL-O) questionnaire. 在线学习自我调节(SRL-O)问卷。
IF 3.3 2区 教育学
Metacognition and Learning Pub Date : 2023-01-01 DOI: 10.1007/s11409-022-09319-6
Jaclyn Broadbent, E Panadero, J M Lodge, M Fuller-Tyszkiewicz
{"title":"The self-regulation for learning online (SRL-O) questionnaire.","authors":"Jaclyn Broadbent,&nbsp;E Panadero,&nbsp;J M Lodge,&nbsp;M Fuller-Tyszkiewicz","doi":"10.1007/s11409-022-09319-6","DOIUrl":"https://doi.org/10.1007/s11409-022-09319-6","url":null,"abstract":"<p><p>The Self-Regulation for Learning Online (SRL-O) questionnaire was developed to encompass the breadth of motivational beliefs and learning strategies that are often used in online and/or blended learning contexts. No current measure meets all these needs. This study used two non-duplicate samples to provide evidence of the psychometric properties of SRL-O using exploratory factor analyses (sample 1, <i>n</i> = 313), and confirmatory factor analyses, convergent and content validity and reliability (sample 2, <i>n</i> = 321). The SRL-O has a 10-factor structure, made up of (1) online self-efficacy, (2) online intrinsic motivation, (3) online extrinsic motivation, (4) online negative achievement emotion, (5) planning and time management, (6) metacognition, (7) study environment, (8) online effort regulation, (9) online social support, and (10) online task strategies. The SRL-O was also found to have two superordinate factors (motivational beliefs and learning strategies). The SRL-O was demonstrated to be a psychometrically sound measure of online SRL for learners studying in online and blended learning contexts. There is no other online self-regulated learning questionnaire that currently covers such a wide range of motivational beliefs and learning strategies.</p>","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"18 1","pages":"135-163"},"PeriodicalIF":3.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9433525/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9485810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
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
{"title":"The role of achievement emotions for text comprehension and metacomprehension","authors":"Anja Prinz-Weiß, Laura Lukosiute, M. Meyer, Janina Riedel","doi":"10.1007/s11409-022-09331-w","DOIUrl":"https://doi.org/10.1007/s11409-022-09331-w","url":null,"abstract":"","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"18 1","pages":"347 - 373"},"PeriodicalIF":3.3,"publicationDate":"2022-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46167287","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
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
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