Comparing Mental Effort, Difficulty, and Confidence Appraisals in Problem-Solving: A Metacognitive Perspective.
- Published in:
- Educational Psychology Review, 2023, v. 35, n. 2, p. 1, doi. 10.1007/s10648-023-09779-5
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- Publication type:
- Article
Works by Hoogerheide, Vincent
Results: 17
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Learning-by-Teaching Without Audience Presence or Interaction: When and Why Does it Work?
- Published in:
- Educational Psychology Review, 2022, v. 34, n. 2, p. 575, doi. 10.1007/s10648-021-09643-4
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- Article
3
Looking at Mental Effort Appraisals through a Metacognitive Lens: Are they Biased?
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- Educational Psychology Review, 2020, v. 32, n. 4, p. 1003, doi. 10.1007/s10648-020-09555-9
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- Article
4
The Role of Mental Effort in Fostering Self-Regulated Learning with Problem-Solving Tasks.
- Published in:
- Educational Psychology Review, 2020, v. 32, n. 4, p. 1055, doi. 10.1007/s10648-020-09544-y
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- Publication type:
- Article
5
Testing After Worked Example Study Does Not Enhance Delayed Problem-Solving Performance Compared to Restudy.
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- Educational Psychology Review, 2015, v. 27, n. 2, p. 265, doi. 10.1007/s10648-015-9297-3
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- Publication type:
- Article
6
How to bring the news … peak-end effects in children’s affective responses to peer assessments of their social behavior.
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- Cognition & Emotion, 2018, v. 32, n. 5, p. 1114, doi. 10.1080/02699931.2017.1362375
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- Article
7
Testing the model-observer similarity hypothesis with text-based worked examples.
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- Educational Psychology, 2017, v. 37, n. 2, p. 112, doi. 10.1080/01443410.2015.1109609
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- Article
8
Training task‐selection skills: The effect of prompts and explicit instruction on transfer.
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- Applied Cognitive Psychology, 2024, v. 38, n. 3, p. 1, doi. 10.1002/acp.4200
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- Article
9
Example‐based learning: New theoretical perspectives and use‐inspired advances to a contemporary instructional approach.
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- Applied Cognitive Psychology, 2020, v. 34, n. 4, p. 787, doi. 10.1002/acp.3706
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- Article
10
Examples, practice problems, or both? Effects on motivation and learning in shorter and longer sequences.
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- Applied Cognitive Psychology, 2020, v. 34, n. 4, p. 793, doi. 10.1002/acp.3649
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- Article
11
A Quick and Easy Strategy to Reduce Test Anxiety and Enhance Test Performance.
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- Applied Cognitive Psychology, 2014, v. 28, n. 5, p. 720, doi. 10.1002/acp.3058
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- Article
12
Remembered Utility of Unpleasant and Pleasant Learning Experiences: Is All Well that Ends Well?
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- Applied Cognitive Psychology, 2012, v. 26, n. 6, p. 887, doi. 10.1002/acp.2890
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- Article
13
How do higher education students regulate their learning with video modeling examples, worked examples, and practice problems?
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- Instructional Science, 2022, v. 50, n. 5, p. 703, doi. 10.1007/s11251-022-09589-2
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- Publication type:
- Article
14
Effects of problem–example and example–problem pairs on gifted and nongifted primary school students' learning.
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- Instructional Science, 2019, v. 47, n. 3, p. 279, doi. 10.1007/s11251-019-09484-3
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- Article
15
Learning from video modeling examples: does gender matter?
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- Instructional Science, 2016, v. 44, n. 1, p. 69, doi. 10.1007/s11251-015-9360-y
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- Article
16
Shifting online: 12 tips for online teaching derived from contemporary educational psychology research.
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- Journal of Computer Assisted Learning, 2022, v. 38, n. 5, p. 1304, doi. 10.1111/jcal.12715
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- Article
17
Instructing students on effective sequences of examples and problems: Does self‐regulated learning improve from knowing what works and why?
- Published in:
- Journal of Computer Assisted Learning, 2022, v. 38, n. 1, p. 19, doi. 10.1111/jcal.12589
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- Publication type:
- Article