Item-level monitoring, response style stability, and the hard-easy effect
Author:
Publisher
Springer Science and Business Media LLC
Subject
Education
Link
https://link.springer.com/content/pdf/10.1007/s11423-021-09981-8.pdf
Reference69 articles.
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2. Azevedo, R. (2014). Issues in dealing with sequential and temporal characteristics of self- and socially-regulated learning. Metacognition and Learning, 9, 217–228. https://doi.org/10.1007/s11409-014-9123-1
3. Azevedo, R., & Hadwin, A. F. (2005). Scaffolding self-regulated learning and metacognition – Implications for the design of computer-based scaffolds. Instructional Science, 33(5–6), 367–379.
4. Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50, 248–287.
5. Benwell, C. S. Y., Beyer, R., Wallington, F., & Ince, R. A. A. (2020). History biases reveal novel dissociations between perceptual and metacognitive decision-making. bioRxiv. https://doi.org/10.1101/737999
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