Changes in metacognitive monitoring accuracy in an introductory physics course
Author:
Publisher
Springer Science and Business Media LLC
Subject
Education
Link
https://link.springer.com/content/pdf/10.1007/s11409-020-09239-3.pdf
Reference95 articles.
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3. Ariel, R., Dunlosky, J., & Bailey, H. (2009). Agenda-based regulation of study-time allocation: When agendas override item-based monitoring. Journal of Experimental Psychology: General, 138, 432–447. https://doi.org/10.1037/a0015928.
4. Baars, M., Vink, S., Van Gog, T., De Bruin, A., & Paas, F. (2014). Effects of training self-assessment and usingassessment standards on retrospective and prospective monitoring of problem solving. Learning and Instruction, 33, 92–107. https://doi.org/10.1016/j.learninstruc.2014.04.004.
5. Barzilai, S., & Zohar, A. (2014). Reconsidering personal epistemology as metacognition: A multifaceted approach to the analysis of epistemic thinking. Educational Psychologist, 49, 13–35. https://doi.org/10.1080/00461520.2013.863265.
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