Pub Date : 2023-08-15DOI: 10.1026/0049-8637/a000280
Tino Endres, Veit Kubik, Kenneth Koslowski, Florian Hahne, A. Renkl
Abstract: We investigated immediate learning benefits of retrieval tasks when followed by a self-regulated relearning opportunity, compared to a restudy task. We aimed to unravel the underlying metacognitive and motivational mechanisms. In a mixed-factorial design ( N = 104), we manipulated review task (retrieval vs. restudy) as a within-subjects factor in two experimental sessions, and task granularity (coarse- vs. fine-grained) as a between-subjects factor. The retrieval task led to an immediate learning benefit compared to a restudy task in Session 1, but not across sessions. The review-task order influenced the emergence of an immediate retrieval-practice effect. Mediation analyses for Session 1 revealed that decreased levels of both judgments of learning (JOL) and self-efficacy partially mediated the retrieval-task effect on the learning outcome. Fine-grained tasks increased JOL regulation accuracy; however, this increase did not translate into better relearning. Retrieval tasks can improve learning outcomes, also after short delays, specifically when relearning opportunities are provided.
{"title":"Immediate Learning Benefits of Retrieval Tasks","authors":"Tino Endres, Veit Kubik, Kenneth Koslowski, Florian Hahne, A. Renkl","doi":"10.1026/0049-8637/a000280","DOIUrl":"https://doi.org/10.1026/0049-8637/a000280","url":null,"abstract":"Abstract: We investigated immediate learning benefits of retrieval tasks when followed by a self-regulated relearning opportunity, compared to a restudy task. We aimed to unravel the underlying metacognitive and motivational mechanisms. In a mixed-factorial design ( N = 104), we manipulated review task (retrieval vs. restudy) as a within-subjects factor in two experimental sessions, and task granularity (coarse- vs. fine-grained) as a between-subjects factor. The retrieval task led to an immediate learning benefit compared to a restudy task in Session 1, but not across sessions. The review-task order influenced the emergence of an immediate retrieval-practice effect. Mediation analyses for Session 1 revealed that decreased levels of both judgments of learning (JOL) and self-efficacy partially mediated the retrieval-task effect on the learning outcome. Fine-grained tasks increased JOL regulation accuracy; however, this increase did not translate into better relearning. Retrieval tasks can improve learning outcomes, also after short delays, specifically when relearning opportunities are provided.","PeriodicalId":45028,"journal":{"name":"Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57255459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-04DOI: 10.1026/0049-8637/a000279
Emely Hoch, Katharina Fleig, K. Scheiter
Abstract: Accurate monitoring is important, as it guides subsequent control of learning. With multimedia, learners often overestimate their learning. Retrieval practice provides insight into one’s understanding; still, it might not improve monitoring. In an online experiment with two groups, participants ( N = 146) performed retrieval practice while studying multimedia instructions. We investigated whether monitoring prompts affect metacognitive accuracy, subsequent learning behavior, and performance: One group repeatedly received prompts, whereas a control group did not. After studying, both groups provided metacognitive judgments for a subsequent posttest. As expected, learners in the control group were overconfident about their learning; however, unexpectedly, prompted learners were also overconfident and did not differ from the control group. Nevertheless, prompted learners provided longer answers to retrieval tasks, which increased their posttest performance (indirect mediation). We observed no mediation for learning time or retrieval performance, although retrieval performance did relate to posttest performance. The results suggest that monitoring prompts do not improve metacognitive accuracy per se but might improve learning outcomes by controlling subsequent learning.
{"title":"Can Monitoring Prompts Help to Reduce a Confidence Bias When Learning With Multimedia?","authors":"Emely Hoch, Katharina Fleig, K. Scheiter","doi":"10.1026/0049-8637/a000279","DOIUrl":"https://doi.org/10.1026/0049-8637/a000279","url":null,"abstract":"Abstract: Accurate monitoring is important, as it guides subsequent control of learning. With multimedia, learners often overestimate their learning. Retrieval practice provides insight into one’s understanding; still, it might not improve monitoring. In an online experiment with two groups, participants ( N = 146) performed retrieval practice while studying multimedia instructions. We investigated whether monitoring prompts affect metacognitive accuracy, subsequent learning behavior, and performance: One group repeatedly received prompts, whereas a control group did not. After studying, both groups provided metacognitive judgments for a subsequent posttest. As expected, learners in the control group were overconfident about their learning; however, unexpectedly, prompted learners were also overconfident and did not differ from the control group. Nevertheless, prompted learners provided longer answers to retrieval tasks, which increased their posttest performance (indirect mediation). We observed no mediation for learning time or retrieval performance, although retrieval performance did relate to posttest performance. The results suggest that monitoring prompts do not improve metacognitive accuracy per se but might improve learning outcomes by controlling subsequent learning.","PeriodicalId":45028,"journal":{"name":"Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57255451","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-27DOI: 10.1026/0049-8637/a000277
Naska Goagoses, Neele Bäker
Abstract: The current study examined the association between adolescents’ social goal orientations (i. e., what they want to achieve or avoid in social interactions with their peers) and their externalizing and prosocial behaviors as well as associations with parenting styles. Adolescents and their parents completed the questionnaires. Based on a path model with the data of 354 adolescents ( Mage = 14.11) and 121 parents from Germany, we found that (1) parental warmth had a direct effect on agentic goals (i. e., desire for authority, power, and appearing confident), (2) parental coercion had a direct effect on communal goals (i. e., desire for affiliation and closeness), (3) agentic goals had a direct effect on prosocial, rule-breaking, and aggressive behavior, and (4) communal goals had a direct effect on prosocial and aggressive behavior. In the discussion, we reflect on how the theoretical and practical significance of social goal orientations can guide future research.
{"title":"Adolescents’ Social Goal Orientations","authors":"Naska Goagoses, Neele Bäker","doi":"10.1026/0049-8637/a000277","DOIUrl":"https://doi.org/10.1026/0049-8637/a000277","url":null,"abstract":"Abstract: The current study examined the association between adolescents’ social goal orientations (i. e., what they want to achieve or avoid in social interactions with their peers) and their externalizing and prosocial behaviors as well as associations with parenting styles. Adolescents and their parents completed the questionnaires. Based on a path model with the data of 354 adolescents ( Mage = 14.11) and 121 parents from Germany, we found that (1) parental warmth had a direct effect on agentic goals (i. e., desire for authority, power, and appearing confident), (2) parental coercion had a direct effect on communal goals (i. e., desire for affiliation and closeness), (3) agentic goals had a direct effect on prosocial, rule-breaking, and aggressive behavior, and (4) communal goals had a direct effect on prosocial and aggressive behavior. In the discussion, we reflect on how the theoretical and practical significance of social goal orientations can guide future research.","PeriodicalId":45028,"journal":{"name":"Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57255420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-15DOI: 10.1026/0049-8637/a000278
Corinna Schuster, Maria Alef, Marcel Mierwald, N. Brauch, Marc Stadtler
Abstract: Accurately assessing someone’s comprehension is central to learning from multiple documents. This study examines whether judgment accuracy can be increased if readers summarize texts before assessing their own comprehension. We asked 144 adults to read multiple documents on a historical controversy. They then produced Twitter-like summaries either (a) after a time delay or (b) immediately after reading; a control group (c) did not write summaries. Results showed that delaying writing summaries increased the absolute accuracy of self-assessments of undisputed historical content knowledge. We found negative effects for the accuracy of self-assessments of source–content links, intertextual conflicts, and integration performance in an essay. The relative accuracy was lower in the delayed summaries group than in the controls. In summary, the positive effect of writing summaries appears to be limited to the self-assessment of content knowledge, whereas it is reduced with respect to forms of knowledge specific to reading multiple texts.
{"title":"Metacomprehension in Multiple Document Reading","authors":"Corinna Schuster, Maria Alef, Marcel Mierwald, N. Brauch, Marc Stadtler","doi":"10.1026/0049-8637/a000278","DOIUrl":"https://doi.org/10.1026/0049-8637/a000278","url":null,"abstract":"Abstract: Accurately assessing someone’s comprehension is central to learning from multiple documents. This study examines whether judgment accuracy can be increased if readers summarize texts before assessing their own comprehension. We asked 144 adults to read multiple documents on a historical controversy. They then produced Twitter-like summaries either (a) after a time delay or (b) immediately after reading; a control group (c) did not write summaries. Results showed that delaying writing summaries increased the absolute accuracy of self-assessments of undisputed historical content knowledge. We found negative effects for the accuracy of self-assessments of source–content links, intertextual conflicts, and integration performance in an essay. The relative accuracy was lower in the delayed summaries group than in the controls. In summary, the positive effect of writing summaries appears to be limited to the self-assessment of content knowledge, whereas it is reduced with respect to forms of knowledge specific to reading multiple texts.","PeriodicalId":45028,"journal":{"name":"Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47337022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-15DOI: 10.1026/0049-8637/a000276
Kristin Kolloff, Claudia M. Roebers, Florian J. Buehler
Abstract: An often-replicated finding in metacognition research is that children overestimate their performance. To date, only a few studies have investigated the possible effects of item-specific feedback on metacognitive monitoring in young children. This study examined whether first-graders benefit from feedback to improve metacognitive monitoring discrimination when completing a paired-associates task for consistency. Over six sessions, N = 112 children evaluated whether they solved tasks correctly or not and gave item-specific confidence judgments. One group obtained only performance feedback; the other group received additional feedback on whether their performance matched their monitoring judgments. Results revealed that children could adequately discriminate between correct and incorrect answers in their confidence judgments. However, neither type of feedback improved metacognitive monitoring discrimination. We discuss the results against the theoretical background of Efklides’ self-regulation model and the cue utilization approach.
{"title":"7- and 8-Year-Olds’ Struggle With Monitoring","authors":"Kristin Kolloff, Claudia M. Roebers, Florian J. Buehler","doi":"10.1026/0049-8637/a000276","DOIUrl":"https://doi.org/10.1026/0049-8637/a000276","url":null,"abstract":"Abstract: An often-replicated finding in metacognition research is that children overestimate their performance. To date, only a few studies have investigated the possible effects of item-specific feedback on metacognitive monitoring in young children. This study examined whether first-graders benefit from feedback to improve metacognitive monitoring discrimination when completing a paired-associates task for consistency. Over six sessions, N = 112 children evaluated whether they solved tasks correctly or not and gave item-specific confidence judgments. One group obtained only performance feedback; the other group received additional feedback on whether their performance matched their monitoring judgments. Results revealed that children could adequately discriminate between correct and incorrect answers in their confidence judgments. However, neither type of feedback improved metacognitive monitoring discrimination. We discuss the results against the theoretical background of Efklides’ self-regulation model and the cue utilization approach.","PeriodicalId":45028,"journal":{"name":"Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57255411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-26DOI: 10.1026/0049-8637/a000275
Anja Prinz-Weiß, Sarah Schiffer, Mailine Strohmaier
Abstract: In this experimental study with 62 university students, we examined to what extent the hope or hopelessness they experience during reading a text affect their comprehension as well as the magnitude and accuracy of their predictions and postdictions. Moreover, we investigated whether the impact of the emotional state varies with a recue instruction that explicitly indicates the limited validity of emotions as judgment cues. The results showed that the students used their experienced hope or hopelessness to make predictions and postdictions. This effect did not differ depending on whether they had received the recue or a control instruction. However, when students received the control instruction, greater hopelessness impaired comprehension, whereas this was not the case with the recue instruction. Finally, the instruction type did not play a moderating role in the influence of the emotional state on prediction and postdiction accuracy. Yet, concerning postdiction accuracy, students who received the recue instruction were more accurate.
{"title":"The Influence of Learners’ Reading-Related Hope or Hopelessness and Recue Instructions on Text Comprehension and Metacomprehension","authors":"Anja Prinz-Weiß, Sarah Schiffer, Mailine Strohmaier","doi":"10.1026/0049-8637/a000275","DOIUrl":"https://doi.org/10.1026/0049-8637/a000275","url":null,"abstract":"Abstract: In this experimental study with 62 university students, we examined to what extent the hope or hopelessness they experience during reading a text affect their comprehension as well as the magnitude and accuracy of their predictions and postdictions. Moreover, we investigated whether the impact of the emotional state varies with a recue instruction that explicitly indicates the limited validity of emotions as judgment cues. The results showed that the students used their experienced hope or hopelessness to make predictions and postdictions. This effect did not differ depending on whether they had received the recue or a control instruction. However, when students received the control instruction, greater hopelessness impaired comprehension, whereas this was not the case with the recue instruction. Finally, the instruction type did not play a moderating role in the influence of the emotional state on prediction and postdiction accuracy. Yet, concerning postdiction accuracy, students who received the recue instruction were more accurate.","PeriodicalId":45028,"journal":{"name":"Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48550418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-17DOI: 10.1026/0049-8637/a000274
Laura Dörrenbächer-Ulrich, F. Perels
Abstract: Metacognitive judgments as part of metacognitive monitoring can be measured using different methods and show individual differences. Moreover, metacognitive judgments are highly related to the metacognitive component of self-regulated learning (SRL-MC). Nevertheless, it is unclear how metacognitive judgments are related to different ways of measuring SRL-MC. Adopting a person-oriented, multimethod approach, we measured three metacognitive judgment forms in a sample of 99 college students. Latent profile analyses resulted in four groups with differing profiles of these metacognitive judgment measures. Linking the profiles to performance, we could contextualize them within the unskilled- and unaware-effect and extend previous research on this effect. Regarding their relationship to SRL-MC, we found no differences for questionnaire values, microanalysis results, and strategy knowledge scores. These results are discussed with regard to the conceptual overlap of metacognitive judgments and SRL-MC.
{"title":"Metacognitive Judgment Skills and the Metacognitive Component of Self-Regulated Learning","authors":"Laura Dörrenbächer-Ulrich, F. Perels","doi":"10.1026/0049-8637/a000274","DOIUrl":"https://doi.org/10.1026/0049-8637/a000274","url":null,"abstract":"Abstract: Metacognitive judgments as part of metacognitive monitoring can be measured using different methods and show individual differences. Moreover, metacognitive judgments are highly related to the metacognitive component of self-regulated learning (SRL-MC). Nevertheless, it is unclear how metacognitive judgments are related to different ways of measuring SRL-MC. Adopting a person-oriented, multimethod approach, we measured three metacognitive judgment forms in a sample of 99 college students. Latent profile analyses resulted in four groups with differing profiles of these metacognitive judgment measures. Linking the profiles to performance, we could contextualize them within the unskilled- and unaware-effect and extend previous research on this effect. Regarding their relationship to SRL-MC, we found no differences for questionnaire values, microanalysis results, and strategy knowledge scores. These results are discussed with regard to the conceptual overlap of metacognitive judgments and SRL-MC.","PeriodicalId":45028,"journal":{"name":"Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57255404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-04DOI: 10.1026/0049-8637/a000273
M. Händel, Nick Naujoks-Schober, M. Dresel
Abstract: Metacognitive monitoring is conceptualized as a situation-specific and context-dependent process that helps learners to regulate their learning. The current study builds on the idea that metacognitive monitoring can fulfil monitoring functions in different phases (when to monitor: during learning or during testing), and that it refers to several objects (what to monitor: processing or retrieval). The cross-sectional study with 184 higher-education students used a situation-specific approach and referred to students’ monitoring via monitoring strategies and monitoring judgments during test preparation and test processing. Confirmatory factor analyses indicated that monitoring via strategies and judgments can be directed at different objects. In addition, monitoring different objects was more strongly correlated within the same phase than across different phases. The study results emphasize the need for an object-specific and comprehensive consideration of metacognitive monitoring via monitoring strategies and monitoring judgments.
{"title":"Metacognitive Monitoring via Strategies and Judgments","authors":"M. Händel, Nick Naujoks-Schober, M. Dresel","doi":"10.1026/0049-8637/a000273","DOIUrl":"https://doi.org/10.1026/0049-8637/a000273","url":null,"abstract":"Abstract: Metacognitive monitoring is conceptualized as a situation-specific and context-dependent process that helps learners to regulate their learning. The current study builds on the idea that metacognitive monitoring can fulfil monitoring functions in different phases (when to monitor: during learning or during testing), and that it refers to several objects (what to monitor: processing or retrieval). The cross-sectional study with 184 higher-education students used a situation-specific approach and referred to students’ monitoring via monitoring strategies and monitoring judgments during test preparation and test processing. Confirmatory factor analyses indicated that monitoring via strategies and judgments can be directed at different objects. In addition, monitoring different objects was more strongly correlated within the same phase than across different phases. The study results emphasize the need for an object-specific and comprehensive consideration of metacognitive monitoring via monitoring strategies and monitoring judgments.","PeriodicalId":45028,"journal":{"name":"Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57255366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-28DOI: 10.1026/0049-8637/a000266
Julia Waldeyer, Julian Roelle
Abstract: Our study investigated whether comparing expert keywords after learners have generated keywords on their own improves relative metacomprehension accuracy for high school students – as found by Waldeyer and Roelle (2021 ) with university students. Moreover, we analyzed whether this potential improvement in metacomprehension accuracy in turn affects regulation decisions. We conducted an experiment with 142 high school students who read three expository texts and then were randomly assigned to one of two experimental conditions: (a) generation of keywords after reading and a comparison with expert keywords, or (b) generation of keywords after reading without comparison. We found that relative metacomprehension accuracy did not differ between the conditions. Also, regulation decisions were not affected by condition. Our findings are discussed with respect to limitations and implications.
{"title":"Does Providing External Standards After Keyword Generation Improve Metacomprehension Accuracy and Regulation for High School Students?","authors":"Julia Waldeyer, Julian Roelle","doi":"10.1026/0049-8637/a000266","DOIUrl":"https://doi.org/10.1026/0049-8637/a000266","url":null,"abstract":"Abstract: Our study investigated whether comparing expert keywords after learners have generated keywords on their own improves relative metacomprehension accuracy for high school students – as found by Waldeyer and Roelle (2021 ) with university students. Moreover, we analyzed whether this potential improvement in metacomprehension accuracy in turn affects regulation decisions. We conducted an experiment with 142 high school students who read three expository texts and then were randomly assigned to one of two experimental conditions: (a) generation of keywords after reading and a comparison with expert keywords, or (b) generation of keywords after reading without comparison. We found that relative metacomprehension accuracy did not differ between the conditions. Also, regulation decisions were not affected by condition. Our findings are discussed with respect to limitations and implications.","PeriodicalId":45028,"journal":{"name":"Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47134389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-01DOI: 10.1026/0049-8637/a000281
Julia Waldeyer, M. Händel, Julian Roelle
{"title":"Advances in Understanding and Fostering the Accuracy of Metacognitive Judgments","authors":"Julia Waldeyer, M. Händel, Julian Roelle","doi":"10.1026/0049-8637/a000281","DOIUrl":"https://doi.org/10.1026/0049-8637/a000281","url":null,"abstract":"","PeriodicalId":45028,"journal":{"name":"Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49534466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：