NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 4 results Save | Export
Examining Cyclical Phase Relations and Predictive Influences of Self-Regulated Learning Processes on Mathematics Task Performance
Peer reviewed Peer reviewed
Direct linkDirect link
Callan, Gregory L.; Cleary, Timothy J. – Metacognition and Learning, 2019
The current study used microanalytic interviews and behavioral traces to examine sequential phase relations among forethought, performance, and self-reflection processes, and to investigate the predictive influence of these processes on mathematics performance of 96 eighth grade students. Consistent with expectations, students' microanlaytic goals…
Descriptors: Prediction, Learning Processes, Metacognition, Learning Strategies
Understanding and Supporting Chinese Middle Schoolers' Monitoring Accuracy in Mathematics
Peer reviewed Peer reviewed
Direct linkDirect link
Wang, Ying; Sperling, Rayne A. – Metacognition and Learning, 2021
While many studies of monitoring accuracy have been conducted with college students, less is known about middle school students' monitoring accuracy, especially in Asian countries. Prior research also found discrepancies in students' monitoring accuracy between Western and Asian cultures. To understand and support Chinese middle school students'…
Descriptors: Middle School Students, Metacognition, Mathematics Instruction, Foreign Countries
Effect of Delay on Search Decisions in a Task-Oriented Reading Environment
Peer reviewed Peer reviewed
Direct linkDirect link
Mañá, Amelia; Vidal-Abarca, Eduardo; Salmerón, Ladislao – Metacognition and Learning, 2017
The goal of this study was to determine the effect of setting a delay between reading a text and answering comprehension questions on "when"-to-search and "what"-to-search decisions in a task-oriented reading environment. Fifty-five eighth-grade students were randomly divided into two groups. One group read one text, answered…
Descriptors: Reading, Reader Text Relationship, Reading Comprehension, Grade 8
How Do Students Process Complex Formative Feedback in Question-Answering Tasks? A Think-Aloud Study
Peer reviewed Peer reviewed
Direct linkDirect link
Máñez, Ignacio; Vidal-Abarca, Eduardo; Kendeou, Panayiota; Martínez, Tomás – Metacognition and Learning, 2019
The goal of this study was to examine how students process formative feedback that included corrective and elaborative information in online question-answering tasks. Skilled and less-skilled comprehenders in grade 8 read texts and answered comprehension questions. Prior to responding, students were asked to select the textual information relevant…
Descriptors: Formative Evaluation, Feedback (Response), Questioning Techniques, Task Analysis