Individuals' differences in self-assessment: The relationship between subjective and objective financial literacy.
- Published in:
- Metacognition & Learning, 2024, v. 19, n. 1, p. 365, doi. 10.1007/s11409-024-09375-0
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- Publication type:
- Article
Works in Metacognition & Learning, 2024, Vol 19, Issue 1
Results: 16
1
2
The promotion of self-regulated learning in the classroom: a theoretical framework and an observation study.
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- Metacognition & Learning, 2024, v. 19, n. 1, p. 381, doi. 10.1007/s11409-024-09374-1
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- Publication type:
- Article
3
Effect of instruction and experience on students' learning strategies.
- Published in:
- Metacognition & Learning, 2024, v. 19, n. 1, p. 345, doi. 10.1007/s11409-023-09372-9
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- Publication type:
- Article
4
Effects of reading instructions on pre-service teachers' judgment bias when learning from texts.
- Published in:
- Metacognition & Learning, 2024, v. 19, n. 1, p. 319, doi. 10.1007/s11409-023-09371-w
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- Publication type:
- Article
5
Metacognitive effects of instructional visuals: the role of cue use and judgment type.
- Published in:
- Metacognition & Learning, 2024, v. 19, n. 1, p. 249, doi. 10.1007/s11409-023-09370-x
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- Publication type:
- Article
6
Judgment of learning reactivity reflects enhanced relational encoding on cued-recall but not recognition tests.
- Published in:
- Metacognition & Learning, 2024, v. 19, n. 1, p. 189, doi. 10.1007/s11409-023-09369-4
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- Publication type:
- Article
7
Promoting explicit instruction of strategies for self-regulated learning: evaluating a teacher professional development program in primary education.
- Published in:
- Metacognition & Learning, 2024, v. 19, n. 1, p. 215, doi. 10.1007/s11409-023-09368-5
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- Publication type:
- Article
8
Integrating multiple cues in metamemory: using the illusory effect of font size and level of processing to inform FOK judgments.
- Published in:
- Metacognition & Learning, 2024, v. 19, n. 1, p. 169, doi. 10.1007/s11409-023-09367-6
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- Publication type:
- Article
9
Is the perceptual disfluency effect moderated by working memory capacity? Direct replication of Lehmann et al. (2016).
- Published in:
- Metacognition & Learning, 2024, v. 19, n. 1, p. 293, doi. 10.1007/s11409-023-09366-7
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- Publication type:
- Article
10
Exploring the impact of concept-oriented faded WOE and metacognitive scaffolding on learners' transfer performance and motivation in programming education.
- Published in:
- Metacognition & Learning, 2024, v. 19, n. 1, p. 147, doi. 10.1007/s11409-023-09362-x
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- Publication type:
- Article
11
Ethnic minority multilingual young learners' longitudinal development of metacognitive knowledge and breadth of vocabulary knowledge.
- Published in:
- Metacognition & Learning, 2024, v. 19, n. 1, p. 123, doi. 10.1007/s11409-023-09360-z
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- Publication type:
- Article
12
Development of comprehension monitoring skill in Chinese children: evidence from eye movement and probe interviews.
- Published in:
- Metacognition & Learning, 2024, v. 19, n. 1, p. 103, doi. 10.1007/s11409-023-09354-x
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- Publication type:
- Article
13
Motivating children to (pre)monitor: positive effects on monitoring accuracy?
- Published in:
- Metacognition & Learning, 2024, v. 19, n. 1, p. 1, doi. 10.1007/s11409-023-09351-0
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- Publication type:
- Article
14
The many facets of metacognition: comparing multiple measures of metacognition in healthy individuals.
- Published in:
- Metacognition & Learning, 2024, v. 19, n. 1, p. 53, doi. 10.1007/s11409-023-09350-1
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- Publication type:
- Article
15
Teachers' judgment accuracy of students' monitoring skills: a conceptual and methodological framework and explorative study.
- Published in:
- Metacognition & Learning, 2024, v. 19, n. 1, p. 65, doi. 10.1007/s11409-023-09349-8
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- Publication type:
- Article
16
Why is monitoring accuracy so poor in number line estimation? The importance of valid cues and systematic variability for U.S. college students.
- Published in:
- Metacognition & Learning, 2024, v. 19, n. 1, p. 21, doi. 10.1007/s11409-023-09345-y
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- Publication type:
- Article