Works matching IS 15561623 AND DT 2021 AND VI 16 AND IP 3
Results: 14
Introduction to special issue mind the gap between research and practice in the area of teachers' support of metacognition and SRL.
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- Metacognition & Learning, 2021, v. 16, n. 3, p. 517, doi. 10.1007/s11409-021-09285-5
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Teacher support for metacognition and self-regulated learning: a compelling story and a prototypical model.
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- Metacognition & Learning, 2021, v. 16, n. 3, p. 651, doi. 10.1007/s11409-021-09283-7
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Enabling educators to become more effective supporters of SRL: Commentary on a special issue.
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- Metacognition & Learning, 2021, v. 16, n. 3, p. 667, doi. 10.1007/s11409-021-09282-8
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For unto every one that hath shall be given: teachers' competence profiles regarding the promotion of self-regulated learning moderate the effectiveness of short-term teacher training.
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- Metacognition & Learning, 2021, v. 16, n. 3, p. 555, doi. 10.1007/s11409-021-09271-x
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Assumptions and confidence of others: the impact of socio-cognitive information on metacognitive self-regulation.
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- Metacognition & Learning, 2021, v. 16, n. 3, p. 855, doi. 10.1007/s11409-021-09269-5
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Exploring the relations between teachers' cue-utilization, monitoring and regulation of students' text learning.
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- Metacognition & Learning, 2021, v. 16, n. 3, p. 769, doi. 10.1007/s11409-021-09268-6
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Illusion of explanatory depth and social desirability of historical knowledge.
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- Metacognition & Learning, 2021, v. 16, n. 3, p. 801, doi. 10.1007/s11409-021-09267-7
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Self-regulated learning skills and the quality of execution of construction tasks: A comparison between young children at risk for specific learning disorders and typically developing peers.
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- Metacognition & Learning, 2021, v. 16, n. 3, p. 833, doi. 10.1007/s11409-021-09266-8
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Metacognition and fluid intelligence in value-directed remembering.
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- Metacognition & Learning, 2021, v. 16, n. 3, p. 685, doi. 10.1007/s11409-021-09265-9
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Judgments of learning reflect the Animacy advantage for memory, but not beliefs about the effect.
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- Metacognition & Learning, 2021, v. 16, n. 3, p. 711, doi. 10.1007/s11409-021-09264-w
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Comparing metacognitive monitoring between native and non-native speaking primary school students.
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- Metacognition & Learning, 2021, v. 16, n. 3, p. 749, doi. 10.1007/s11409-021-09261-z
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Beliefs about the self-regulation of learning predict cognitive and metacognitive strategies and academic performance in pre-service teachers.
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- Metacognition & Learning, 2021, v. 16, n. 3, p. 523, doi. 10.1007/s11409-020-09258-0
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Integrating video analysis of teacher and student behaviors to promote Preservice teachers' teaching meta-strategic knowledge.
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- Metacognition & Learning, 2021, v. 16, n. 3, p. 595, doi. 10.1007/s11409-020-09251-7
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Connecting teachers' classroom instructions with children's metacognition and learning in elementary school.
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- Metacognition & Learning, 2021, v. 16, n. 3, p. 623, doi. 10.1007/s11409-020-09248-2
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- Article