Transfer of metacognitive skills in self-regulated learning: an experimental training study
- Location
-
Deutsche Nationalbibliothek Frankfurt am Main
- ISSN
-
1556-1631
- Extent
-
Online-Ressource
- Language
-
Englisch
- Notes
-
online resource.
- Bibliographic citation
-
Transfer of metacognitive skills in self-regulated learning: an experimental training study ; day:20 ; month:8 ; year:2020 ; pages:1-23
Metacognition and learning ; (20.8.2020), 1-23
- Classification
-
Erziehung, Schul- und Bildungswesen
- Creator
- Contributor
-
SpringerLink (Online service)
- DOI
-
10.1007/s11409-020-09237-5
- URN
-
urn:nbn:de:101:1-2020101121155862546173
- Rights
-
Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
- Last update
-
14.08.2025, 10:56 AM CEST
Data provider
This object is provided by:
Deutsche Nationalbibliothek. If you have any questions about the object, please contact the data provider.
Deutsche Nationalbibliothek. If you have any questions about the object, please contact the data provider.
Associated
- Schuster, Corinna
- Stebner, Ferdinand
- Leutner, Detlev
- Wirth, Joachim Thorsten Christian
- SpringerLink (Online service)
Other Objects (12)
Transfer of metacognitive skills in self-regulated learning : an experimental training study
Transfer of metacognitive skills in self-regulated learning: effects on strategy application and content knowledge acquisition
Self-regulated strategy development’s effectiveness: underlying cognitive and metacognitive mechanisms
Do Video Modeling and Metacognitive Prompts Improve Self-Regulated Scientific Inquiry?
Training self-regulated learning skills with video modeling examples: Do task-selection skills transfer?
Supporting self-regulated learning with digital media using motivational regulation and metacognitive prompts
Self-Regulated Learning
How do Rubrics beneficially affect self-regulated learning and task performance? : A metacognitive perspective
Video-based classroom insights: Promoting self-regulated learning in the context of teachers’ professional competences and students’ skills in self-regulated learning
Online learners’ self-regulated learning skills regarding LMS interactions: a profiling study
Cognitive, metacognitive and motivational perspectives on Learning Analytics : Synthesizing self-regulated learning, assessment, and feedback with Learning Analytics
Investigating self-regulated learning in preschoolers
Transfer of metacognitive skills in self-regulated learning : an experimental training study
Transfer of metacognitive skills in self-regulated learning: effects on strategy application and content knowledge acquisition
Self-regulated strategy development’s effectiveness: underlying cognitive and metacognitive mechanisms
Do Video Modeling and Metacognitive Prompts Improve Self-Regulated Scientific Inquiry?
Training self-regulated learning skills with video modeling examples: Do task-selection skills transfer?
Supporting self-regulated learning with digital media using motivational regulation and metacognitive prompts
Self-Regulated Learning
How do Rubrics beneficially affect self-regulated learning and task performance? : A metacognitive perspective
Video-based classroom insights: Promoting self-regulated learning in the context of teachers’ professional competences and students’ skills in self-regulated learning
Online learners’ self-regulated learning skills regarding LMS interactions: a profiling study
Cognitive, metacognitive and motivational perspectives on Learning Analytics : Synthesizing self-regulated learning, assessment, and feedback with Learning Analytics
Investigating self-regulated learning in preschoolers
Transfer of metacognitive skills in self-regulated learning : an experimental training study
Transfer of metacognitive skills in self-regulated learning: effects on strategy application and content knowledge acquisition
Self-regulated strategy development’s effectiveness: underlying cognitive and metacognitive mechanisms
Do Video Modeling and Metacognitive Prompts Improve Self-Regulated Scientific Inquiry?
Training self-regulated learning skills with video modeling examples: Do task-selection skills transfer?
Supporting self-regulated learning with digital media using motivational regulation and metacognitive prompts
Self-Regulated Learning
How do Rubrics beneficially affect self-regulated learning and task performance? : A metacognitive perspective
Video-based classroom insights: Promoting self-regulated learning in the context of teachers’ professional competences and students’ skills in self-regulated learning
Online learners’ self-regulated learning skills regarding LMS interactions: a profiling study
Cognitive, metacognitive and motivational perspectives on Learning Analytics : Synthesizing self-regulated learning, assessment, and feedback with Learning Analytics