Metacognition, motivation, and understanding

TL;DR: In this article, a reanalysis of the affective domain, describing affect in terms of beliefs, attitudes, and emotions, is presented, with a discussion of several broad themes that recur with some regularity in this book.

TL;DR: The role that students' knowledge about the nature of science plays in their daily learning of science in school is not well understood as mentioned in this paper, and two categories are introduced that classify how students' understanding of the understanding of science has been operationalized.

TL;DR: This paper examined whether students' awareness of sources predicts their comprehension of documents, controlling for prior knowledge, interest and perceived comprehensibility of the texts, and found that memory for sources predicted both types of deep comprehension.

TL;DR: In this paper, the importance of becoming a self-directed learner as a learning process, and the need for teachers to take part in the learning, is discussed and put forward a more profound meaning.