The association between initial metacognition and subsequent academic achievement: a meta-analysis of longitudinal studies-Reference-Cited by-同舟云学术

The association between initial metacognition and subsequent academic achievement: a meta-analysis of longitudinal studies

Published:2024-07-31 Issue:3 Volume:36 Page:
ISSN:1040-726X
Container-title:Educational Psychology Review
language:en
Short-container-title:Educ Psychol Rev

Author:

He Guohao,Chen Songshan,Lin Hongyi,Su Aoxue

Funder

Minzu University of China

Humanities and Social Science Fund of Ministry of Education of China

Publisher

Springer Science and Business Media LLC

Link

https://link.springer.com/content/pdf/10.1007/s10648-024-09922-w.pdf

Reference93 articles.

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3. Ahmed, S. F., Tang, S., Waters, N. E., & Davis-Kean, P. (2019). Executive function and academic achievement: Longitudinal relations from early childhood to adolescence. Journal of Educational Psychology, 111(3), 446. https://doi.org/10.1037/edu0000296

4. Aloqleh, A. M. A., & Teh, K. S. M. (2019). The effectiveness of metacognition on academic achievement among the jordanian universities students. International Journal of Academic Research in Business and Social Sciences, 9(9). https://doi.org/10.6007/IJARBSS/v9-i9/6315

5. Aurah, C. M. (2013). The Effects of Self-efficacy Beliefs and Metacognition on Academic Performance: A Mixed Method Study. American Journal of Educational Research, 1, 334–343.