Academic literature on the topic 'Self-Regulation Metacognition'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Self-Regulation Metacognition.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Self-Regulation Metacognition"
Perikova, Ekaterinа Igorevna, and Valentina Mihailovna Byzova. "Undergraduate students’ metacognition of learning (with the main focus on students with different levels of mental self-regulation)." Science for Education Today 10, no. 5 (October 31, 2020): 104–18. http://dx.doi.org/10.15293/2658-6762.2005.06.
Full textMirkov, Snezana. "Metacognition in the process of education." Zbornik Instituta za pedagoska istrazivanja 38, no. 1 (2006): 7–24. http://dx.doi.org/10.2298/zipi0601007m.
Full textSun Wei, Yeoh, Fonny Dameaty Hutagalung, and Fong Peng Chew. "MEDIATING EFFECT OF METACOGNITION TOWARDS THE RELATIONSHIP BETWEEN EMOTION REGULATION AND SELF-EFFICACY AMONG PRE-SERVICE TEACHERS." International Journal of Education, Psychology and Counseling 7, no. 46 (June 15, 2022): 55–65. http://dx.doi.org/10.35631/ijepc.746005.
Full textRhodes, Matthew G. "Metacognition." Teaching of Psychology 46, no. 2 (March 5, 2019): 168–75. http://dx.doi.org/10.1177/0098628319834381.
Full textKontostavlou, Eirini Zoi, and Athanasios Drigas. "How Metacognition Supports Giftedness in Leadership." International Journal of Advanced Corporate Learning (iJAC) 14, no. 2 (December 8, 2021): 4–16. http://dx.doi.org/10.3991/ijac.v14i2.23237.
Full textStephanou, Georgia, and Fotini Tsoni. "Effects of Metacognition on Performance in Mathematics and Language- Multiple Mediation of Hope and General Self-Efficacy." International Journal of Psychological Studies 11, no. 4 (October 3, 2019): 30. http://dx.doi.org/10.5539/ijps.v11n4p30.
Full textBakracevic Vukman, Karin. "METACOGNITIVE ACCURACY AND LEARNING TO LEARN: A DEVELOPMENTAL PERSPECTIVE." Problems of Education in the 21st Century 46, no. 1 (October 1, 2012): 15–21. http://dx.doi.org/10.33225/pec/12.46.15.
Full textS.Pd. M.Pd, Johannes Keliat, Dra Elisa M.Pd, and Siska Moreta Br Sitepu. "KESADARAN METAKOGNITIF MAHASISWA PENDIDIKAN GURU SEKOLAH DASAR (PGSD) DI UNIVERSITAS QUALITY BERASTAGI." JURNAL CURERE 6, no. 1 (April 29, 2022): 100. http://dx.doi.org/10.36764/jc.v6i1.734.
Full textThenmozhi, C. "Models of Metacognition." Shanlax International Journal of Education 7, no. 2 (March 17, 2019): 1–4. http://dx.doi.org/10.34293/education.v7i2.303.
Full textSchleifer, Lydia L. F., and Richard B. Dull. "Metacognition and Performance in the Accounting Classroom." Issues in Accounting Education 24, no. 3 (August 1, 2009): 339–67. http://dx.doi.org/10.2308/iace.2009.24.3.339.
Full textDissertations / Theses on the topic "Self-Regulation Metacognition"
Hill, Don. "Mathematics teacers' strategies for supporting students' metacognitive development: Has theory been realized in practice?" Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-19132.
Full textSoto, Natalie E. "The role of metacognition in promoting science learning and self-regulation." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10140472.
Full textMiddle school students were instructed about the concept of metacognition in the classroom setting in order to investigate the differences in science content learning. This study investigated two research questions, first does teaching students about metacognition change their content learning in science, and second does teaching students about metacognition create self-regulated learners in the science classroom. This study compared both survey results and assessment scores to measure changes after treatment for both control and treatment groups across content scores and the survey categories of test anxiety, cognitive strategy use, and self-regulation. Statistical differences were found between groups after treatment in 2 of 3 of the survey categories; self-regulation and cognitive strategy use, and post assessment scores. Overall findings suggest that regular implementation of learning strategies used for metacognition may be beneficial to help students become more independent learners in the science classroom.
Pratt, Deborah L. "Sparking Metacognition: Contextualizing Reading Strategies for Low-Proficient ESL Readers." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4165.
Full textMcKendree, Robert B. "Rural agriculture teachers’ comprehension and implementation of self-regulation." Thesis, Kansas State University, 2015. http://hdl.handle.net/2097/19196.
Full textCommunications and Agricultural Education
Shannon G. Washburn
This qualitative study investigated four rural Kansas high school agriculture teachers’ comprehension and implementation of self-regulation strategies in their own professional growth and in their instructional practice. Each participant was interviewed three times, using symbolic interactionism as the methodological framework and the Seidman technique of interviewing. The participants included two males and two females, each one having between five and 20 years of teaching experience. Three questions guided this study: (1) how do rural Kansas high school agriculture teachers make meaning of self-regulation and the processes needed to facilitate self-regulation, (2) in what ways do teachers self-regulate for their own professional growth purposes, and (3) what strategies do teachers use to foster self-regulation in their students? Findings suggest while participants described utilizing strategies that are associated with self-regulated learning, they have an incomplete understanding of self-regulated learning and they most closely associated it with effort and motivation. The perceived incomplete understanding may be attributable in part to a lack of formal training in metacognitive processes. Nevertheless, when participants perceived value in professional development, they described consciously using self-regulated learning strategies such as seeking assistance, self-evaluation, and self-monitoring, which all indicate participants utilize components of self-regulation to grow professionally. However, even though participants described utilizing all three phases of self-regulation processes to affect growth in their own careers, there was a disconnect when participants described how they try to facilitate these processes within their students. Participants often described attempting to foster growth in self-regulation among students by targeting motivation-oriented behaviors, instead of targeting the underlying cognitive ability to utilize self-regulation processes. Implications for practice are presented, including the possible need for further education concerning self-regulated learning in order to produce pedagogical content knowledge in self-regulation processes. Instruction connecting the three phases of the self-regulation model could assist agricultural educators with forming a more complete understanding of self-regulated learning. Recommendations for future research are discussed including investigating effective teaching strategies for delivering self-regulation instruction to teachers, as well as investigating the possible impact self-regulation instruction has on various attributes of teachers and students, such as self-efficacy and career orientation.
Ross, John D. "Regulating Hypermedia: Self-regulation learning strategies in a hypermedia environment." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/26921.
Full textPh. D.
Turner, Trisha A. "Am I Able to Predict How I Will Do? Examining Calibration in an Undergraduate Biology Course." UKnowledge, 2016. http://uknowledge.uky.edu/edp_etds/47.
Full textMack, Ana. "DIFFERENCES IN ACADEMIC PERFORMANCE AND SELF-REGULATED LEARNING BASED ON LEVEL OF STUDENT PARTICIPATION IN SUPPLEMENTAL INSTRUCT." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2895.
Full textEd.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership
Mannion, James. "Metacognition, self-regulation, oracy : a mixed methods case study of a complex, whole-school 'Learning to Learn' intervention." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/289131.
Full textMargolin, Tiki. "Engaging schools in learning cycles : a study of the impact of a mentoring model on teacher empowerment." Thesis, Anglia Ruskin University, 2009. http://arro.anglia.ac.uk/123187/.
Full textMargolin, Tiki. "Engaging schools in learning cycles – A study of the impact of a mentoring model on teacher empowerment." Thesis, Anglia Ruskin University, 2009. https://arro.anglia.ac.uk/id/eprint/123187/1/Margolin_Tiki_Thesis.pdf.
Full textBooks on the topic "Self-Regulation Metacognition"
Handbook of self-regulation of learning and performance. New York, NY: Routledge, 2011.
Find full textSchunk, Dale H., and Jeffrey A. Greene. Handbook of Self-Regulation of Learning and Performance. Taylor & Francis Group, 2017.
Find full textHandbook of Self-Regulation of Learning and Performance. Taylor & Francis Group, 2017.
Find full textSchunk, Dale H., and Jeffrey A. Greene. Handbook of Self-Regulation of Learning and Performance. Taylor & Francis Group, 2017.
Find full textSchunk, Dale H., and Jeffrey A. Greene. Handbook of Self-Regulation of Learning and Performance. Taylor & Francis Group, 2017.
Find full textSchunk, Dale H., and Jeffrey A. Greene. Handbook of Self-Regulation of Learning and Performance. Taylor & Francis Group, 2017.
Find full textSchunk, Dale H., and Jeffrey A. Greene. Handbook of Self-Regulation of Learning and Performance. Taylor & Francis Group, 2017.
Find full textSelf-Regulation and the Common Core. Routledge, 2015.
Find full textWhite, Marie C., and Maria K. DiBenedetto. Self-Regulation and the Common Core: Application to ELA Standards. Taylor & Francis Group, 2015.
Find full textWhorton, Ryan, Alex Casillas, Frederick L. Oswald, and Amy Shaw. Critical Skills for the 21st Century Workforce. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199373222.003.0003.
Full textBook chapters on the topic "Self-Regulation Metacognition"
Woolley, Gary. "Self-Regulation, Metacognition and Engagement." In Reading Comprehension, 147–61. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1174-7_10.
Full textOpfermann, Maria, Katharina Scheiter, Peter Gerjets, and Annett Schmeck. "Hypermedia and Self-Regulation: An Interplay in Both Directions." In International Handbook of Metacognition and Learning Technologies, 129–41. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-5546-3_9.
Full textBartimote-Aufflick, Kathryn, Angela Brew, and Mary Ainley. "University Teachers Engaged in Critical Self-Regulation: How May They Influence Their Students?" In Trends and Prospects in Metacognition Research, 427–44. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-1-4419-6546-2_19.
Full textMercer, Neil. "Classroom talk and the development of self-regulation and metacognition." In Language and the Joint Creation of Knowledge, 318–46. Abingdon, Oxon ; New York, NY: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429400759-15.
Full textGe, Xun. "Designing Learning Technologies to Support Self-Regulation During Ill-Structured Problem-Solving Processes." In International Handbook of Metacognition and Learning Technologies, 213–28. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-5546-3_15.
Full textKramarski, Bracha, and Tova Michalsky. "Student and Teacher Perspectives on IMPROVE Self-Regulation Prompts in Web-Based Learning." In International Handbook of Metacognition and Learning Technologies, 35–51. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-5546-3_3.
Full textSáiz-Manzanares, María Consuelo, and Eduardo Montero-García. "Metacognition, Self-regulation and Assessment in Problem-Solving Processes at University." In Intelligent Systems Reference Library, 107–33. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11062-2_5.
Full textDabbagh, Nada, and Anastasia Kitsantas. "Using Learning Management Systems as Metacognitive Tools to Support Self-Regulation in Higher Education Contexts." In International Handbook of Metacognition and Learning Technologies, 197–211. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-5546-3_14.
Full textThillmann, Hubertina, Jill Gößling, Jessica Marschner, Joachim Wirth, and Detlev Leutner. "Metacognitive Knowledge About and Metacognitive Regulation of Strategy Use in Self-Regulated Scientific Discovery Learning: New Methods of Assessment in Computer-Based Learning Environments." In International Handbook of Metacognition and Learning Technologies, 575–88. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-5546-3_37.
Full textKramarski, Bracha, Meirav Tzohar-Rozen, and Zohar Gadasi. "Metacognition and Meta-emotion in Kindergarten: Is the Combination Necessary for Self-Regulation in Mathematical Problem Solving?" In Trends and Prospects in Metacognition Research across the Life Span, 135–59. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-51673-4_7.
Full textConference papers on the topic "Self-Regulation Metacognition"
Aldea Nordby, Erika, and Maria Pascual Cabrerizo. "A METACOGNITIVE APPROACH TO COMPREHENSION ACTIVITIES: CAN HIGHER EDUCATION STUDENTS IMPROVE THEIR LISTENING AND READING SKILLS THROUGH METACOGNITION AND SELF-REGULATION?" In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0996.
Full textDell, Debra, Martha Cleveland-Innes, and Norm Vaughan. "Community of Inquiry: Designing for Lifelong Learning Regulation." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.6044.
Full textGoulão, Maria de Fátima, and Rebeca Cerezo Menéndez. "Promoting metacognitive reflection: a work proposal." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2669.
Full textLoksa, Dastyni. "Explicitly Teaching Metacognitive and Self-Regulation Skills in Computing." In ICER '17: International Computing Education Research Conference. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3105726.3105740.
Full textKalizhanova, Anna, Bayan Ibrayeva, and Margarita Ishmuratova. "Autonomous Learners’ Metacognitive Awareness Development with the Help of Trello Board." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7633.
Full textSarva, Edīte, Inga Linde, and Linda Daniela. "Self-Regulated Learning in Remote Educational Context." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.27.
Full textWijaya, Hariz Enggar. "The Mediating Role of Metacognitive Self-Regulation on Student Procrastination and Academic Performance." In 2nd International Conference on Learning Innovation. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008407700570062.
Full textKarpovich, Irina, Oksana Sheredekina, Maya Bernavskaya, and Olga Mikhailova. "TEACHING FOREIGN LANGUAGES IN HIGHER EDUCATION: DISTANCE LEARNING IMPACT ON STUDENT’S METACOGNITIVE SELF-REGULATION." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0197.
Full textMatuga, Julia, Margaret Booth, Audrey Roberts, and Chloe Koscheva. "PERCEPTIONS OF METACOGNITIVE AND SELF-REGULATION STRATEGY USE OF UNDERGRADUATE STUDENTS DURING THE COVID-19 PANDEMIC." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0951.
Full textLatifa, Intan Septia. "A Description of The Uses of Metacognitive Self Regulation and Cognitive Strategy Used with Reading Comprehension." In Ninth International Conference on Applied Linguistics (CONAPLIN 9). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/conaplin-16.2017.60.
Full textReports on the topic "Self-Regulation Metacognition"
Peters, Vanessa, Deblina Pakhira, Latia White, Rita Fennelly-Atkinson, and Barbara Means. Designing Gateway Statistics and Chemistry Courses for Today’s Students: Case Studies of Postsecondary Course Innovations. Digital Promise, August 2022. http://dx.doi.org/10.51388/20.500.12265/162.
Full text