Publication Date
In 2025 | 0 |
Since 2024 | 1 |
Since 2021 (last 5 years) | 2 |
Since 2016 (last 10 years) | 2 |
Since 2006 (last 20 years) | 2 |
Descriptor
Academic Achievement | 2 |
Reading Comprehension | 2 |
Study Habits | 2 |
Accuracy | 1 |
Cues | 1 |
Documentation | 1 |
Elementary School Students | 1 |
Evaluative Thinking | 1 |
Help Seeking | 1 |
Learning Modalities | 1 |
Learning Strategies | 1 |
More ▼ |
Source
Metacognition and Learning | 2 |
Author
Chunliang Yang | 1 |
Fulton, Erika K. | 1 |
Jun Zheng | 1 |
Liang Luo | 1 |
Madison, Erin M. | 1 |
Ningxin Su | 1 |
Tian Fan | 1 |
Wenbo Zhao | 1 |
Xiao Hu | 1 |
Yue Yin | 1 |
Publication Type
Journal Articles | 2 |
Reports - Research | 2 |
Education Level
Elementary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Yue Yin; Tian Fan; Wenbo Zhao; Jun Zheng; Xiao Hu; Ningxin Su; Chunliang Yang; Liang Luo – Metacognition and Learning, 2024
Employment of appropriate study strategies is crucial for academic success. Previous findings on whether use of specific strategies is related to academic performance in real educational settings were inconsistent, and their participant samples were largely restricted to undergraduate students. The current study recruited a large sample (i.e.,…
Descriptors: Elementary School Students, Academic Achievement, Study Habits, Study
Madison, Erin M.; Fulton, Erika K. – Metacognition and Learning, 2022
Metacomprehension refers to the ability to monitor and control reading comprehension. It is important for individuals to be accurate in their judgments of comprehension, as this can affect academic performance. One type of accuracy, relative accuracy, tends to be low, meaning individuals cannot adequately differentiate well-known from less…
Descriptors: Metacognition, Reading Comprehension, Accuracy, Learning Modalities