Metacognitive Training in Chemistry Tutor Sessions Increases First Year Students’ Self-Efficacy-Reference-Cited by-同舟云学术

Metacognitive Training in Chemistry Tutor Sessions Increases First Year Students’ Self-Efficacy

Published:2019-06-27 Issue:8 Volume:96 Page:1539-1547
ISSN:0021-9584
Container-title:Journal of Chemical Education
language:en
Short-container-title:J. Chem. Educ.

Author:

Graham Kate J.¹^ORCID,Bohn-Gettler Catherine M.²^ORCID,Raigoza Annette F.¹

Affiliation:

1. Chemistry Department, College of Saint Benedict and Saint John’s University, Ardolf Science Center, 37 South College Avenue, St. Joseph, Minnesota 56374, United States

2. Education Department, College of Saint Benedict and Saint John’s University, Henrita Academic Building, 37 South College Avenue, St. Joseph, Minnesota 56374, United States

Publisher

American Chemical Society (ACS)

Subject

Education,General Chemistry

Link

https://pubs.acs.org/doi/pdf/10.1021/acs.jchemed.9b00170

Reference49 articles.

1. Interactions of Metacognition With Motivation and Affect in Self-Regulated Learning: The MASRL Model

2. Science and Engineering Indicators 2018 (NSB-2018-1), January 2018, National Science Foundation, National Center for Science and Engineering Statistics (NCSES) Alexandria, VA. https://www.nsf.gov/statistics/2018/nsb20181/report/sections/higher-education-in-science-and-engineering/introduction (accessed June 2019).

3. Developmental changes in memorization processes

4. Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry.

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