Works matching IS 15561623 AND DT 2024 AND VI 19 AND IP 2
Results: 10
The factor structure of the arabic version of the metacognitive awareness inventory short version: insights from network analysis.
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- Metacognition & Learning, 2024, v. 19, n. 2, p. 661, doi. 10.1007/s11409-024-09384-z
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- Article
Effects of availability of diagnostic and non-diagnostic cues on the accuracy of teachers' judgments of students' text comprehension.
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- Metacognition & Learning, 2024, v. 19, n. 2, p. 635, doi. 10.1007/s11409-024-09383-0
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- Article
Soliciting judgments of learning reactively facilitates both recollection- and familiarity-based recognition memory.
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- Metacognition & Learning, 2024, v. 19, n. 2, p. 609, doi. 10.1007/s11409-024-09382-1
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- Article
Who can predict their performance more accurately? An investigation of undergraduate students' self-assessment behavior in mathematics courses.
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- Metacognition & Learning, 2024, v. 19, n. 2, p. 549, doi. 10.1007/s11409-024-09381-2
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- Article
The effect of writing script on efficiency and metacognitive monitoring in inferential word learning.
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- Metacognition & Learning, 2024, v. 19, n. 2, p. 593, doi. 10.1007/s11409-024-09380-3
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- Article
Knowing how to learn: development and validation of the strategy knowledge test for self-regulated learning (SKT-SRL) for college students.
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- Metacognition & Learning, 2024, v. 19, n. 2, p. 1, doi. 10.1007/s11409-024-09379-w
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Examining pre-service teachers' cognitive conditions and how this shapes their cognitive operations and metacognitive adaptations during emergency online practice teaching (PT).
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- Metacognition & Learning, 2024, v. 19, n. 2, p. 567, doi. 10.1007/s11409-024-09378-x
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- Article
Study strategy use among elementary school students: Is use of specific study strategies related to academic performance?
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- Metacognition & Learning, 2024, v. 19, n. 2, p. 485, doi. 10.1007/s11409-024-09377-y
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- Article
Effects of a homework implementation method (MITCA) on self-regulation of learning.
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- Metacognition & Learning, 2024, v. 19, n. 2, p. 463, doi. 10.1007/s11409-024-09376-z
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- Article
Examining adaptations in study time allocation and restudy selection as a function of expected test format.
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- Metacognition & Learning, 2024, v. 19, n. 2, p. 421, doi. 10.1007/s11409-024-09373-2
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- Article