建构自我调节写作:对一年级学生写作干预的启示

IF 3.9 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Metacognition and Learning Pub Date : 2023-09-27 DOI:10.1007/s11409-023-09357-8

Michelle Taub, Allison M. Banzon, Sierra Outerbridge, LaVonda R. Walker, Lindsey Olivera, Marissa Salas, Joel Schneier

引用次数: 1

摘要

本文章由计算机程序翻译，如有差异，请以英文原文为准。

Towards scaffolding self-regulated writing: implications for developing writing interventions in first-year writing

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Towards scaffolding self-regulated writing: implications for developing writing interventions in first-year writing

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来源期刊

Metacognition and Learning Multiple-

CiteScore

6.20

自引率

15.20%

发文量

期刊介绍： The journal "Metacognition and Learning" addresses various components of metacognition, such as metacognitive awareness, experiences, knowledge, and executive skills. Both general metacognition as well as domain-specific metacognitions in various task domains (mathematics, physics, reading, writing etc.) are considered. Papers may address fundamental theoretical issues, measurement issues regarding both quantitative and qualitative methods, as well as empirical studies about individual differences in metacognition, relations with other learner characteristics and learning strategies, developmental issues, the training of metacognition components in learning, and the teacher’s role in metacognition training. Studies highlighting the role of metacognition in self- or co-regulated learning as well as its relations with motivation and affect are also welcomed. Submitted papers are judged on theoretical relevance, methodological thoroughness, and appeal to an international audience. The journal aims for a high academic standard with relevance to the field of educational practices. One restriction is that papers should pertain to the role of metacognition in learning situations. Self-regulation in clinical settings, such as coping with phobia or anxiety outside learning situations, is beyond the scope of the journal.