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Fajardo, Christian Soto; de Blume, Antonio P. Gutierrez; Castro, Marco Antonio Contreras; Bernal, Macarena Carrasco – Electronic Journal of Research in Educational Psychology, 2019
Introduction: Reading comprehension is an important skill in the fast pace global society in which we now live. However, reading comprehension is a rather complex process that involves the dynamic interaction of cognitive and metacognitive skills. Method: In the present study, we investigated whether a newly-developed text inconsistency detection…
Descriptors: Foreign Countries, Undergraduate Students, Reading Comprehension, Reliability
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Máñez, Ignacio; Vidal-Abarca, Eduardo; Martínez, Tomás – Electronic Journal of Research in Educational Psychology, 2019
Introduction: Students usually answer comprehension questions from texts as part of their academic activities. Elaborated Feedback (EF) has been found to be relatively effective to improve comprehension and learning from texts. However, there is little research on how computer-based feedback influences the question-answering process. This study…
Descriptors: Middle School Students, Grade 7, Grade 8, Computer Assisted Testing
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Vicente, Marta Martínez; Riveiro, José Manuel Suárez; Barroso, Carlos Valiente – Electronic Journal of Research in Educational Psychology, 2019
Introduction: Executive functions involve cognitive and metacognitive abilities that make up a sophisticated system that monitors and reviews conduct involved in decision-making. These functions are critical for carrying out tasks and adaptive behavior. Among its components are inhibitory and attentional control, planning, self-regulation and…
Descriptors: Executive Function, Elementary School Students, Grade 5, Grade 6
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Neuenhaus, Nora; Artelt, Cordula; Schneider, Wolfgang; Lingel, Klaus – Electronic Journal of Research in Educational Psychology, 2018
Introduction: Student's metacognitive knowledge as well as their goal orientations are related to educational achievement. Metacognitive knowledge enables the learner to choose learning strategies in such a way that they are situation-appropriate as well as efficient. It develops in conjunction with domain-related learning activities, which in…
Descriptors: Metacognition, Goal Orientation, Academic Achievement, Secondary School Students
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Jiménez Rodríguez, Virginia; Alvarado Izquierdo, Jesús María; Calaforra Faubel, Patricia Jara – Electronic Journal of Research in Educational Psychology, 2018
Introduction: Writing is a tool for constructing and modifying knowledge. However, it is not easy to evaluate spontaneous writing tasks. In the present study, we selected and analysed a series of quality indicators to assess spontaneous or productive writing, examining the level of difficulty of the indicators and the relationship between the…
Descriptors: Metacognition, Writing Skills, Writing Instruction, Difficulty Level
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Muñoz, Liz; Cruz, Josefina Santa – Electronic Journal of Research in Educational Psychology, 2016
Introduction: The aim of this work was to determine whether the type of feedback given by the preschool teacher during class impacts the children's metacognitive control. For this purpose, the children's behavior was analyzed while teachers provided feedback during collaborative learning sessions. Method: A quasi-experimental, cross-sectional…
Descriptors: Cognitive Development, Preschool Education, Preschool Children, Feedback (Response)
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Paulino, Paula; Sá, Isabel; Lopes da Silva, Adelina – Electronic Journal of Research in Educational Psychology, 2016
Introduction: The self-regulation of motivation (SRM) is conceptualized as a meta-motivational process that guides students' efforts and persistence when performing tasks. This process regulates students' behavior through strategies that are influenced by motivational beliefs. SRM allows students to motivate themselves and guides their behavior.…
Descriptors: Student Motivation, Learning Motivation, Self Efficacy, Metacognition
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de la Fuente, Jesús; López, Mireia; Zapata, Lucía; Martínez-Vicente, Jose Manuel; Vera, Manuel Mariano; Solinas, Giulliana; Fadda, Salvatore – Electronic Journal of Research in Educational Psychology, 2014
There has been growing research interest in achievement emotions in university teaching-learning processes in recent years. While their importance has been firmly established, there continues to be a need for assessment and intervention models. The objective of this report is to present the "Competency Model for Studying, Learning and…
Descriptors: Stress Variables, Higher Education, Academic Achievement, Coping
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Shake, Matthew C.; Shulley, Leah J. – Electronic Journal of Research in Educational Psychology, 2014
Introduction: Recent research has shown that students tend to be overconfident when judging future performance on coursework, particularly students with lower academic ability. Some research suggests that these lower performing students are "doubly cursed" in that they are not only less capable of assessing their own performance, but…
Descriptors: College Students, Self Esteem, Evaluative Thinking, Low Achievement
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Breed, Betty; Mentz, Elsa; van der Westhuizen, Gert – Electronic Journal of Research in Educational Psychology, 2014
Introduction: The research focused on metacognition in a collaborative learning setting. Based on a comprehensive literature study the researchers designed a metacognitive teaching-learning strategy for pair programmers. Our purpose was to investigate the influence of this metacognitive teaching-learning strategy during pair programming in an…
Descriptors: Metacognition, Cooperative Learning, Meta Analysis, Mixed Methods Research
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Roderer, Thomas; Roebers, Claudia M. – Electronic Journal of Research in Educational Psychology, 2013
Introduction: The metacognitve ability to accurately estimate ones performance in a test, is assumed to be of central importance for initializing task-oriented effort. In addition activating adequate problem-solving strategies, and engaging in efficient error detection and correction. Although school children's' ability to estimate their own…
Descriptors: Pilot Projects, Mathematics Tests, Performance Based Assessment, Metacognition
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Orange, Carolyn; Ramalho, Elizabeth Murakami – Electronic Journal of Research in Educational Psychology, 2013
Introduction: Postsecondary remedial education is a major problem for Higher Education affecting retention rates, degree completion rates and cost of enrollment. Identification of students who are underprepared for managing the rigors of college and who would benefit from early intervention is necessary to reduce the need for postsecondary…
Descriptors: African American Students, Remedial Instruction, Identification, College Preparation
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Ramirez-Dorantes, Maria del Carmen; Canto y Rodriguez, Jose Enrique; Bueno-Alvarez, Jose Antonio; Echazarreta-Moreno, Alejandro – Electronic Journal of Research in Educational Psychology, 2013
Introduction: The "Motivated Strategies for Learning Questionnaire" (MSLQ) is a self-report instrument designed to assess students' motivation and learning strategies (cognitive, meta-cognitive, and resource management). In the present study, we focused on translate, adapt and validate the MSLQ to Mexican educational context. Method: The…
Descriptors: Psychometrics, Test Validity, Questionnaires, College Students
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Pasta, Tiziana; Mendola, Manuela; Longobardi, Claudio; Prino, Laura Elvira; Gastaldi, Francesca Giovanna Maria – Electronic Journal of Research in Educational Psychology, 2013
Introduction: The literature highlights that pupils with Specific Learning Disability (SLD) often reveal a poor meta-cognitive system, with low levels of attribution to internal factors like diligence and personal skill, and high levels of attribution to external factors like ease of task, luck or help from others. Methods: This study aims to…
Descriptors: Learning Disabilities, Metacognition, Attribution Theory, Identification
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Yusoff, Mohd Zaliman Mohd; Zin, Nor Azan Mat – Electronic Journal of Research in Educational Psychology, 2013
Introduction: This study explored the suitable emotion-focused strategies in helping students to regulate their emotional state in a self-regulated tutoring system. Method: A questionnaire which consists of 25 different regulation strategies adapted from Way of Coping Questionnaire (WCQ) was used to determine the strategies deployed by the…
Descriptors: Foreign Countries, Self Control, Case Studies, Questionnaires
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