Do Video Modeling and Metacognitive Prompts Improve Self-Regulated Scientific Inquiry?

to related objects

Location: Deutsche Nationalbibliothek Frankfurt am Main

ISSN: 1573-336X

Extent: Online-Ressource

Language: Englisch

Notes: online resource.

Bibliographic citation: Do Video Modeling and Metacognitive Prompts Improve Self-Regulated Scientific Inquiry? ; day:20 ; month:1 ; year:2022 ; pages:1-37
Educational psychology review ; (20.1.2022), 1-37

Creator: Omarchevska, Yoana
Lachner, Andreas
Richter, Juliane
Scheiter, Katharina

Contributor: SpringerLink (Online service)

DOI: 10.1007/s10648-021-09652-3

URN: urn:nbn:de:101:1-2022050119420500557898

Rights: Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.

Last update: 15.08.2025, 7:37 AM CEST

Data provider

This object is provided by:
Deutsche Nationalbibliothek. If you have any questions about the object, please contact the data provider.

Show original at data provider

Associated

Omarchevska, Yoana
Lachner, Andreas
Richter, Juliane
Scheiter, Katharina
SpringerLink (Online service)

Other Objects (12)

Supporting self-regulated learning with digital media using motivational regulation and metacognitive prompts

Self-regulated strategy development’s effectiveness: underlying cognitive and metacognitive mechanisms

Transfer of metacognitive skills in self-regulated learning: an experimental training study

Transfer of metacognitive skills in self-regulated learning : an experimental training study

Self-Regulated Learning

How do Rubrics beneficially affect self-regulated learning and task performance? : A metacognitive perspective

Transfer of metacognitive skills in self-regulated learning: effects on strategy application and content knowledge acquisition

Student-content interactions: Exploring behavioural engagement with self-regulated inquiry-based online learning modules

Cognitive, metacognitive and motivational perspectives on Learning Analytics : Synthesizing self-regulated learning, assessment, and feedback with Learning Analytics

Investigating self-regulated learning in preschoolers

Limits of Metacognitive Prompts for Confidence Judgments in an Interactive Learning Environment

Inspiring self-regulated learning in everyday classrooms: teachers’ professional competences and promotion of self-regulated learning

Supporting self-regulated learning with digital media using motivational regulation and metacognitive prompts

Self-regulated strategy development’s effectiveness: underlying cognitive and metacognitive mechanisms

Transfer of metacognitive skills in self-regulated learning: an experimental training study

Transfer of metacognitive skills in self-regulated learning : an experimental training study

Self-Regulated Learning

How do Rubrics beneficially affect self-regulated learning and task performance? : A metacognitive perspective

Transfer of metacognitive skills in self-regulated learning: effects on strategy application and content knowledge acquisition

Student-content interactions: Exploring behavioural engagement with self-regulated inquiry-based online learning modules

Cognitive, metacognitive and motivational perspectives on Learning Analytics : Synthesizing self-regulated learning, assessment, and feedback with Learning Analytics

Investigating self-regulated learning in preschoolers

Limits of Metacognitive Prompts for Confidence Judgments in an Interactive Learning Environment

Inspiring self-regulated learning in everyday classrooms: teachers’ professional competences and promotion of self-regulated learning

Supporting self-regulated learning with digital media using motivational regulation and metacognitive prompts

Self-regulated strategy development’s effectiveness: underlying cognitive and metacognitive mechanisms

Transfer of metacognitive skills in self-regulated learning: an experimental training study

Transfer of metacognitive skills in self-regulated learning : an experimental training study

Self-Regulated Learning

How do Rubrics beneficially affect self-regulated learning and task performance? : A metacognitive perspective

Transfer of metacognitive skills in self-regulated learning: effects on strategy application and content knowledge acquisition

Student-content interactions: Exploring behavioural engagement with self-regulated inquiry-based online learning modules

Cognitive, metacognitive and motivational perspectives on Learning Analytics : Synthesizing self-regulated learning, assessment, and feedback with Learning Analytics

Investigating self-regulated learning in preschoolers

Limits of Metacognitive Prompts for Confidence Judgments in an Interactive Learning Environment

Inspiring self-regulated learning in everyday classrooms: teachers’ professional competences and promotion of self-regulated learning

Cultural heritage institutions wishing to register will find more information here.

Fields marked * need to be filled in.

Username*

Please enter your username

Email*

Please enter your email address

Please do not fill this field

First name

Last name

Password*

Please enter your password

Confirm password*

Please enter the same password

I have read the terms of use and the privacy policy for the collection of personal data and accept them. *

This field is required.

I would like to subscribe to the newsletter of the Deutsche Digitale Bibliothek. See newsletter subscription info.

Account created

Your "My DDB" account has been successfully created. Before you can log in to your account, you must click the confirmation link in the message we just sent to the email address you provided.

Do Video Modeling and Metacognitive Prompts Improve Self-Regulated Scientific Inquiry?

Object Details

References and Relationships

Contributors, Places and Time

Further information

Data provider

Associated

Other Objects (12)

Supporting self-regulated learning with digital media using motivational regulation and metacognitive prompts

Self-regulated strategy development’s effectiveness: underlying cognitive and metacognitive mechanisms

Transfer of metacognitive skills in self-regulated learning: an experimental training study

Transfer of metacognitive skills in self-regulated learning : an experimental training study

Self-Regulated Learning

How do Rubrics beneficially affect self-regulated learning and task performance? : A metacognitive perspective

Transfer of metacognitive skills in self-regulated learning: effects on strategy application and content knowledge acquisition

Student-content interactions: Exploring behavioural engagement with self-regulated inquiry-based online learning modules

Cognitive, metacognitive and motivational perspectives on Learning Analytics : Synthesizing self-regulated learning, assessment, and feedback with Learning Analytics

Investigating self-regulated learning in preschoolers

Limits of Metacognitive Prompts for Confidence Judgments in an Interactive Learning Environment

Inspiring self-regulated learning in everyday classrooms: teachers’ professional competences and promotion of self-regulated learning

Supporting self-regulated learning with digital media using motivational regulation and metacognitive prompts

Self-regulated strategy development’s effectiveness: underlying cognitive and metacognitive mechanisms

Transfer of metacognitive skills in self-regulated learning: an experimental training study

Transfer of metacognitive skills in self-regulated learning : an experimental training study

Self-Regulated Learning

How do Rubrics beneficially affect self-regulated learning and task performance? : A metacognitive perspective

Transfer of metacognitive skills in self-regulated learning: effects on strategy application and content knowledge acquisition

Student-content interactions: Exploring behavioural engagement with self-regulated inquiry-based online learning modules

Cognitive, metacognitive and motivational perspectives on Learning Analytics : Synthesizing self-regulated learning, assessment, and feedback with Learning Analytics

Investigating self-regulated learning in preschoolers

Limits of Metacognitive Prompts for Confidence Judgments in an Interactive Learning Environment

Inspiring self-regulated learning in everyday classrooms: teachers’ professional competences and promotion of self-regulated learning

Supporting self-regulated learning with digital media using motivational regulation and metacognitive prompts

Self-regulated strategy development’s effectiveness: underlying cognitive and metacognitive mechanisms

Transfer of metacognitive skills in self-regulated learning: an experimental training study

Transfer of metacognitive skills in self-regulated learning : an experimental training study

Self-Regulated Learning

How do Rubrics beneficially affect self-regulated learning and task performance? : A metacognitive perspective

Transfer of metacognitive skills in self-regulated learning: effects on strategy application and content knowledge acquisition

Student-content interactions: Exploring behavioural engagement with self-regulated inquiry-based online learning modules

Cognitive, metacognitive and motivational perspectives on Learning Analytics : Synthesizing self-regulated learning, assessment, and feedback with Learning Analytics

Investigating self-regulated learning in preschoolers

Limits of Metacognitive Prompts for Confidence Judgments in an Interactive Learning Environment

Inspiring self-regulated learning in everyday classrooms: teachers’ professional competences and promotion of self-regulated learning

Related objects

Reset password