Works matching IS 15561623 AND DT 2025 AND VI 20 AND IP 1

Results: 17

Metacognition and motivation in creativity: examining the roles of self-efficacy and values as cues for metacognitive judgments.

Published in:

Metacognition & Learning, 2025, v. 20, n. 1, p. 1, doi. 10.1007/s11409-025-09421-5

By:

Urban, Kamila;
Urban, Marek

Publication type:

Article

To what extent can think sheets with or without reflection prompts support self-regulated learning from text?

Published in:

Metacognition & Learning, 2025, v. 20, n. 1, p. 1, doi. 10.1007/s11409-025-09419-z

By:

Prinz-Weiß, Anja;
Röhm, Elisa

Publication type:

Article

Self-regulated learning and reflection: a tool for teachers and students.

Published in:

Metacognition & Learning, 2025, v. 20, n. 1, p. 1, doi. 10.1007/s11409-025-09415-3

By:

Arvatz, Avivit;
Peretz, Roee;
Dori, Yehudit Judy

Publication type:

Article

Development and validation of the metacognitive competency scale for college students in hybrid learning (MCS-HL): insights from the network analysis perspective.

Published in:

Metacognition & Learning, 2025, v. 20, n. 1, p. 1, doi. 10.1007/s11409-025-09420-6

By:

Al-Rousan, Ayoub Hamdan;
Ayasrah, Mohammad Nayef;
Khasawneh, Ahmad Saleem;
Khasawneh, Yusra jadallah abed

Publication type:

Article

Can metacognitive monitoring be trained procedurally in the classroom?

Published in:

Metacognition & Learning, 2025, v. 20, n. 1, p. 1, doi. 10.1007/s11409-025-09418-0

By:

Proust, Joelle;
Guilleray, Frédéric;
Serveau, Victor;
Goupil, Louise

Publication type:

Article

Performance judgment in mathematical and reading competence in adults.

Published in:

Metacognition & Learning, 2025, v. 20, n. 1, p. 1, doi. 10.1007/s11409-025-09416-2

By:

Seitz, Maximilian;
Hawrot, Anna;
Lockl, Kathrin

Publication type:

Article

Experience on a prior math task affects participants' judgments of learning (JOLs) on an unrelated memory task: Experience on a prior math task affects participants' judgments of learning (JOLs) on an unrelated memory task: A. Kortenhoeven and M. J. Serra

Published in:

Metacognition & Learning, 2025, v. 20, n. 1, p. 1, doi. 10.1007/s11409-025-09417-1

By:

Kortenhoeven, Abigail;
Serra, Michael J.

Publication type:

Article

How do you feel during English class? Emotions and metacognition in primary school children learning English as a second language.

Published in:

Metacognition & Learning, 2025, v. 20, n. 1, p. 1, doi. 10.1007/s11409-025-09414-4

By:

Palladino, Paola;
Trotta, Eugenio;
Bonvino, Aurora;
Carlucci, Leonardo;
Cottini, Milvia

Publication type:

Article

The effects of meta-creative pedagogy on elementary school students' creative thinking.

Published in:

Metacognition & Learning, 2025, v. 20, n. 1, p. 1, doi. 10.1007/s11409-025-09412-6

By:

Paz-Baruch, Nurit;
Grovas, Guy;
Mevarech, Zemira R.

Publication type:

Article

Reactivity to confidence ratings: evidence of impaired rule-learning.

Published in:

Metacognition & Learning, 2025, v. 20, n. 1, p. 1, doi. 10.1007/s11409-025-09413-5

By:

Double, Kit S.;
Goldwater, Micah B.;
Birney, Damian P.

Publication type:

Article

Are metacognition interventions in young children effective? Evidence from a series of meta-analyses.

Published in:

2025

By:

Eberhart, Janina;
Schäfer, Franziska;
Bryce, Donna

Publication type:

Literature Review

Payoff designs in post-decision wagering: a systematic review.

Published in:

2025

By:

Weise, Lorenz

Publication type:

Literature Review

Joy or instruction? A PISA 2018-based study of the mediating mechanisms by which preschool family reading activity influences reading literacy during adolescence: Joy or instruction? A PISA 2018-based study of the mediating mechanisms by which preschool family reading activity influences reading literacy during adolescence.

Published in:

Metacognition & Learning, 2025, v. 20, n. 1, p. 1, doi. 10.1007/s11409-024-09408-8

By:

Gao, Deng;
Chen, Xing-yu

Publication type:

Article

Joy or instruction? A PISA 2018-based study of the mediating mechanisms by which preschool family reading activity influences reading literacy during adolescence: Joy or instruction? A PISA 2018-based study of the mediating mechanisms by which preschool family reading activity influences reading literacy during adolescence.

Published in:

Metacognition & Learning, 2025, v. 20, n. 1, p. 1, doi. 10.1007/s11409-024-09408-8

By:

Gao, Deng;
Chen, Xing-yu

Publication type:

Article

When two learners are better than one: using flashcards with a partner improves metacognitive accuracy: When two learners are better than one: using flashcards with a partner improves metacognitive accuracy: M. N. Imundo et al.

Published in:

Metacognition & Learning, 2025, v. 20, n. 1, p. 1, doi. 10.1007/s11409-024-09406-w

By:

Imundo, Megan N.;
Zung, Inez;
Whatley, Mary C.;
Pan, Steven C.

Publication type:

Article

Typologies of teaching strategies in classrooms and students’ metacognition and motivation: a latent profile analysis of the Greek PISA 2018 data.

Published in:

Metacognition & Learning, 2025, v. 20, n. 1, p. 1, doi. 10.1007/s11409-024-09410-0

By:

Katsantonis, Ioannis G.

Publication type:

Article

Capturing multi-layered regulated learning in collaboration.

Published in:

Metacognition & Learning, 2025, v. 20, n. 1, p. 1, doi. 10.1007/s11409-024-09409-7

By:

Yang, Suijing;
Lodge, Jason M.;
Brooks, Cameron

Publication type:

Article