Open AccessBook
Metacognition, motivation, and understanding
Franz Emanuel Weinert,Rainer H. Kluwe +1 more
- 01 Jan 1987
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About: The article was published on 01 Jan 1987. and is currently open access. The article focuses on the topics: Metacognition.
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Citations
Pointing to Parallels in Ability-Related Differences in the Use of Metacognition in Academic and Psychomotor Tasks.
Rose Martini,Bruce M. Shore +1 more
TL;DR: A review of the use of metacognition by proficient and poor performers in academic and psychomotor tasks as well as highlights the parallels and provides directions for future research is provided in this article.
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Cycles of inquiry: Formative assessment in service of learning in classrooms and in school-based professional communities
TL;DR: In this paper, the authors report results of three studies that used a formative assessment (FA) framework to compare schools that vary in their level of functioning as professional learning communities with respect to three processes: classroom assessment, development and implementation of school-based curriculum, and pedagogical conversations at teachers' lounge professional meetings.
49
The effects of metacognitive training on the academic achievement and happiness of Esfahan University conditional students
TL;DR: In this article, the effectiveness of training metacognition on academic achievement and happiness of Esfahan University conditional students was analyzed, and the authors predicted that training in metacognitive training should have positive effects on the academic achievement.
49
Software defect prevention based on human error theories
Fuqun Huang,Bin Liu +1 more
TL;DR: A systematic framework that integrates knowledge across disciplines, e.g., cognitive science, software psychology and software engineering to defend against human errors in software development is provided.
48
Metacognition in the Classroom: Motivation and Self-Awareness of Mathematics Learners
TL;DR: In this article, a case study in the context of a liberal arts mathematics course showed that weekly metacognitive and self-reflective activities helped students keep their focus on learning deeply and allowed them to remain engaged and motivated through the semester.
48