Pub Date : 2023-10-20DOI: 10.1007/s11409-023-09360-z
Mark Feng Teng, Lawrence Jun Zhang
Abstract Ethnolinguistic minority students may have lower levels of metacognitive knowledge and English vocabulary knowledge than non-minority students. Nevertheless, few longitudinal studies have examined their growth trajectories of metacognitive knowledge and English vocabulary knowledge over time. Drawing upon a latent growth curve model, the present study aims to contrast two groups of students’ growth trajectories in metacognitive knowledge and breadth of English vocabulary knowledge: with a sample of 115 ethnolinguistic Yao minority and 108 ethnolinguistic majority Han students. The results showed that both groups improved their metacognitive knowledge and breadth of English vocabulary knowledge from third grade to sixth grade in a cumulative trend. Metacognitive knowledge predicted the breadth of English vocabulary knowledge throughout the examined school years. The results also highlighted differences in the students’ development of metacognitive knowledge and breadth of English vocabulary knowledge. The ethnolinguistic Yao minority students lagged behind their ethnolinguistic majority Han counterparts. The findings suggest a need for pedagogical interventions to enhance ethnolinguistic minority students’ metacognitive knowledge and English vocabulary knowledge.
{"title":"Ethnic minority multilingual young learners’ longitudinal development of metacognitive knowledge and breadth of vocabulary knowledge","authors":"Mark Feng Teng, Lawrence Jun Zhang","doi":"10.1007/s11409-023-09360-z","DOIUrl":"https://doi.org/10.1007/s11409-023-09360-z","url":null,"abstract":"Abstract Ethnolinguistic minority students may have lower levels of metacognitive knowledge and English vocabulary knowledge than non-minority students. Nevertheless, few longitudinal studies have examined their growth trajectories of metacognitive knowledge and English vocabulary knowledge over time. Drawing upon a latent growth curve model, the present study aims to contrast two groups of students’ growth trajectories in metacognitive knowledge and breadth of English vocabulary knowledge: with a sample of 115 ethnolinguistic Yao minority and 108 ethnolinguistic majority Han students. The results showed that both groups improved their metacognitive knowledge and breadth of English vocabulary knowledge from third grade to sixth grade in a cumulative trend. Metacognitive knowledge predicted the breadth of English vocabulary knowledge throughout the examined school years. The results also highlighted differences in the students’ development of metacognitive knowledge and breadth of English vocabulary knowledge. The ethnolinguistic Yao minority students lagged behind their ethnolinguistic majority Han counterparts. The findings suggest a need for pedagogical interventions to enhance ethnolinguistic minority students’ metacognitive knowledge and English vocabulary knowledge.","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135617065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-06DOI: 10.1007/s11409-023-09356-9
Matthew L. Bernacki, Megan Claire Cogliano, Shelbi L. Kuhlmann, Jenifer Utz, Christy Strong, Jonathan C. Hilpert, Jeffrey A. Greene
Abstract Undergraduate STEM lecture courses enroll hundreds who must master declarative, conceptual, and applied learning objectives. To support them, instructors have turned to active learning designs that require students to engage in self-regulated learning (SRL). Undergraduates struggle with SRL, and universities provide courses, workshops, and digital training to scaffold SRL skill development and enactment. We examined two theory-aligned designs of digital skill trainings that scaffold SRL and how students’ demonstration of metacognitive knowledge of learning skills predicted exam performance in biology courses where training took place. In Study 1, students’ ( n = 49) responses to training activities were scored for quality and summed by training topic and level of understanding. Behavioral and environmental regulation knowledge predicted midterm and final exam grades; knowledge of SRL processes did not. Declarative and conceptual levels of skill-mastery predicted exam performance; application-level knowledge did not. When modeled by topic at each level of understanding, declarative knowledge of behavioral and environmental regulation and conceptual knowledge of cognitive strategies predicted final exam performance. In Study 2 (n = 62), knowledge demonstrated during a redesigned video-based multimedia version of behavioral and environmental regulation again predicted biology exam performance. Across studies, performance on training activities designed in alignment with skill-training models predicted course performances and predictions were sustained in a redesign prioritizing learning efficiency. Training learners’ SRL skills –and specifically cognitive strategies and environmental regulation– benefited their later biology course performances across studies, which demonstrate the value of providing brief, digital activities to develop learning skills. Ongoing refinement to materials designed to develop metacognitive processing and learners’ ability to apply skills in new contexts can increase benefits.
{"title":"Relations between undergraduates’ self-regulated learning skill mastery during digital training and biology performance","authors":"Matthew L. Bernacki, Megan Claire Cogliano, Shelbi L. Kuhlmann, Jenifer Utz, Christy Strong, Jonathan C. Hilpert, Jeffrey A. Greene","doi":"10.1007/s11409-023-09356-9","DOIUrl":"https://doi.org/10.1007/s11409-023-09356-9","url":null,"abstract":"Abstract Undergraduate STEM lecture courses enroll hundreds who must master declarative, conceptual, and applied learning objectives. To support them, instructors have turned to active learning designs that require students to engage in self-regulated learning (SRL). Undergraduates struggle with SRL, and universities provide courses, workshops, and digital training to scaffold SRL skill development and enactment. We examined two theory-aligned designs of digital skill trainings that scaffold SRL and how students’ demonstration of metacognitive knowledge of learning skills predicted exam performance in biology courses where training took place. In Study 1, students’ ( n = 49) responses to training activities were scored for quality and summed by training topic and level of understanding. Behavioral and environmental regulation knowledge predicted midterm and final exam grades; knowledge of SRL processes did not. Declarative and conceptual levels of skill-mastery predicted exam performance; application-level knowledge did not. When modeled by topic at each level of understanding, declarative knowledge of behavioral and environmental regulation and conceptual knowledge of cognitive strategies predicted final exam performance. In Study 2 (n = 62), knowledge demonstrated during a redesigned video-based multimedia version of behavioral and environmental regulation again predicted biology exam performance. Across studies, performance on training activities designed in alignment with skill-training models predicted course performances and predictions were sustained in a redesign prioritizing learning efficiency. Training learners’ SRL skills –and specifically cognitive strategies and environmental regulation– benefited their later biology course performances across studies, which demonstrate the value of providing brief, digital activities to develop learning skills. Ongoing refinement to materials designed to develop metacognitive processing and learners’ ability to apply skills in new contexts can increase benefits.","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135350677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-28DOI: 10.1007/s11409-023-09359-6
Nathan Rickey, Christopher DeLuca, Pamela Beach
{"title":"Towards a new theory of student self-assessment: Tracing learners’ cognitive and affective processes","authors":"Nathan Rickey, Christopher DeLuca, Pamela Beach","doi":"10.1007/s11409-023-09359-6","DOIUrl":"https://doi.org/10.1007/s11409-023-09359-6","url":null,"abstract":"","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135385724","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-27DOI: 10.1007/s11409-023-09357-8
Michelle Taub, Allison M. Banzon, Sierra Outerbridge, LaVonda R. Walker, Lindsey Olivera, Marissa Salas, Joel Schneier
{"title":"Towards scaffolding self-regulated writing: implications for developing writing interventions in first-year writing","authors":"Michelle Taub, Allison M. Banzon, Sierra Outerbridge, LaVonda R. Walker, Lindsey Olivera, Marissa Salas, Joel Schneier","doi":"10.1007/s11409-023-09357-8","DOIUrl":"https://doi.org/10.1007/s11409-023-09357-8","url":null,"abstract":"","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135535878","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Metacognitive awareness is knowing about learners’ own thinking and learning, facilitated by introspection and self-evaluation. Although metacognitive functions are personal, they cannot be explained simply by individual conceptions, especially in a collaborative group learning context. This study considers metacognitive awareness on multiple levels. It investigates how metacognitive awareness at the individual, social, and environmental levels are associated with collaborative problem solving (CPS). Seventy-seven higher education students collaborated in triads on a computer-based simulation about running a fictional company for 12 simulated months. The individual level of metacognitive awareness was measured using the Metacognitive Awareness Inventory. The social level of metacognitive awareness was measured multiple times during CPS through situated self-reports, that is, metacognitive judgements and task difficulty. The environmental level of metacognitive awareness was measured via a complex CPS process so that group members’ interactions were video recorded and facial expression data were created by post-processing video-recorded data. Perceived individual and group performance were measured with self-reports at the end of the CPS task. In the analysis, structural equation modelling was conducted to observe the relationships between multiple levels of metacognitive awareness and CPS task performance. Three-level multilevel modelling was also used to understand the effect of environmental-level metacognitive awareness. The results reveal that facial expression recognition makes metacognitive awareness visible in a collaborative context. This study contributes to research on metacognition by displaying both the relatively static and dynamic aspects of metacognitive awareness in CPS.
{"title":"How multiple levels of metacognitive awareness operate in collaborative problem solving","authors":"Ahsen Çini, Sanna Järvelä, Muhterem Dindar, Jonna Malmberg","doi":"10.1007/s11409-023-09358-7","DOIUrl":"https://doi.org/10.1007/s11409-023-09358-7","url":null,"abstract":"Abstract Metacognitive awareness is knowing about learners’ own thinking and learning, facilitated by introspection and self-evaluation. Although metacognitive functions are personal, they cannot be explained simply by individual conceptions, especially in a collaborative group learning context. This study considers metacognitive awareness on multiple levels. It investigates how metacognitive awareness at the individual, social, and environmental levels are associated with collaborative problem solving (CPS). Seventy-seven higher education students collaborated in triads on a computer-based simulation about running a fictional company for 12 simulated months. The individual level of metacognitive awareness was measured using the Metacognitive Awareness Inventory. The social level of metacognitive awareness was measured multiple times during CPS through situated self-reports, that is, metacognitive judgements and task difficulty. The environmental level of metacognitive awareness was measured via a complex CPS process so that group members’ interactions were video recorded and facial expression data were created by post-processing video-recorded data. Perceived individual and group performance were measured with self-reports at the end of the CPS task. In the analysis, structural equation modelling was conducted to observe the relationships between multiple levels of metacognitive awareness and CPS task performance. Three-level multilevel modelling was also used to understand the effect of environmental-level metacognitive awareness. The results reveal that facial expression recognition makes metacognitive awareness visible in a collaborative context. This study contributes to research on metacognition by displaying both the relatively static and dynamic aspects of metacognitive awareness in CPS.","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134957560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-11DOI: 10.1007/s11409-023-09354-x
Kunyu Xu, Yu-Min Ku, Chenlu Ma, Chien-Hui Lin, Wan-Chen Chang
{"title":"Development of comprehension monitoring skill in Chinese children: evidence from eye movement and probe interviews","authors":"Kunyu Xu, Yu-Min Ku, Chenlu Ma, Chien-Hui Lin, Wan-Chen Chang","doi":"10.1007/s11409-023-09354-x","DOIUrl":"https://doi.org/10.1007/s11409-023-09354-x","url":null,"abstract":"","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135983532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-09DOI: 10.1007/s11409-023-09353-y
Manuel Rausch, Michael Zehetleitner
Abstract A key aspect of metacognition is metacognitive accuracy, i.e., the degree to which confidence judgments differentiate between correct and incorrect trials. To quantify metacognitive accuracy, researchers are faced with an increasing number of different methods. The present study investigated false positive rates associated with various measures of metacognitive accuracy by hierarchical resampling from the confidence database to accurately represent the statistical properties of confidence judgements. We found that most measures based on the computation of summary-statistics separately for each participant and subsequent group-level analysis performed adequately in terms of false positive rate, including gamma correlations, meta-d′, and the area under type 2 ROC curves. Meta-d′/d′ is associated with a false positive rate even below 5%, but log-transformed meta-d′/d′ performs adequately. The false positive rate of HMeta-d depends on the study design and on prior specification: For group designs, the false positive rate is above 5% when independent priors are placed on both groups, but the false positive rate is adequate when a prior was placed on the difference between groups. For continuous predictor variables, default priors resulted in a false positive rate below 5%, but the false positive rate was not distinguishable from 5% when close-to-flat priors were used. Logistic mixed model regression analysis is associated with dramatically inflated false positive rates when random slopes are omitted from model specification. In general, we argue that no measure of metacognitive accuracy should be used unless the false positive rate has been demonstrated to be adequate.
{"title":"Evaluating false positive rates of standard and hierarchical measures of metacognitive accuracy","authors":"Manuel Rausch, Michael Zehetleitner","doi":"10.1007/s11409-023-09353-y","DOIUrl":"https://doi.org/10.1007/s11409-023-09353-y","url":null,"abstract":"Abstract A key aspect of metacognition is metacognitive accuracy, i.e., the degree to which confidence judgments differentiate between correct and incorrect trials. To quantify metacognitive accuracy, researchers are faced with an increasing number of different methods. The present study investigated false positive rates associated with various measures of metacognitive accuracy by hierarchical resampling from the confidence database to accurately represent the statistical properties of confidence judgements. We found that most measures based on the computation of summary-statistics separately for each participant and subsequent group-level analysis performed adequately in terms of false positive rate, including gamma correlations, meta-d′, and the area under type 2 ROC curves. Meta-d′/d′ is associated with a false positive rate even below 5%, but log-transformed meta-d′/d′ performs adequately. The false positive rate of HMeta-d depends on the study design and on prior specification: For group designs, the false positive rate is above 5% when independent priors are placed on both groups, but the false positive rate is adequate when a prior was placed on the difference between groups. For continuous predictor variables, default priors resulted in a false positive rate below 5%, but the false positive rate was not distinguishable from 5% when close-to-flat priors were used. Logistic mixed model regression analysis is associated with dramatically inflated false positive rates when random slopes are omitted from model specification. In general, we argue that no measure of metacognitive accuracy should be used unless the false positive rate has been demonstrated to be adequate.","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136191846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-05eCollection Date: 2023-01-01DOI: 10.5837/bjc.2023.026
Montasir H Ali, Amir Mushtaq, Abdul R A Bakhsh, Ahmed Salem, Kawan Abdulwahid, Adrian Ionescu
Surgical aortic valve replacement (SAVR) prolongs life and improves its quality in patients with severe aortic stenosis (AS). Unplanned SAVR is a failure of AS screening and follow-up programmes. We identified all elective, first, isolated SAVRs performed between 1 January and 31 December 2019 in a Welsh tertiary cardiac centre, and documented the clinical and echocardiographic variables, and reasons for unplanned SAVR. Of 140 isolated SAVR, 37 (26%) were unplanned (16 female, mean age 72.3 ± 8.4 years). Twenty had been on the SAVR waiting list and had expedited operations because of concerns about the severity of the AS (12 patients), or because of acute (four patients) or chronic (four patients) left ventricular failure (LVF). Of the 17 not on the waiting list, AS was known in seven: three had acute pulmonary oedema while under follow-up with 'moderate AS', one had been referred but developed pulmonary oedema while waiting for a surgical outpatient appointment, one refused SAVR but was subsequently admitted with acute pulmonary oedema and accepted SAVR, one was admitted directly from home because concerns about worsening AS, and one had infective endocarditis with severe aortic regurgitation. Of 10 patients with a new diagnosis of AS, five presented with LVF, four with angina and in three there was a history of syncope (p=0.003 vs. known AS; multiple symptoms). Survival, age, Canadian Cardiovascular Society (CCS) and New York Heart Association (NYHA) class, number of risk factors, peak and mean aortic valve (AV) gradients, AV area, and stroke volume index were not different between patients who had planned versus unplanned SAVR, or with known or new AS. Patients with a new diagnosis of AS had longer pre-operative wait (22.3 ± 9.3 vs. 6.0 ± 10.3 days, p<0.001). In conclusion, a quarter of SAVRs are unplanned and half are in patients without a prior diagnosis of AS. Unplanned SAVR is associated with prolonged length of hospital stay and with a history of syncope, but other conventional clinical and echocardiographic parameters do not differ between patients undergoing planned versus unplanned SAVR.
{"title":"Where are we getting it wrong? Prevalence and causes of unplanned SAVR in a UK regional cardiac centre.","authors":"Montasir H Ali, Amir Mushtaq, Abdul R A Bakhsh, Ahmed Salem, Kawan Abdulwahid, Adrian Ionescu","doi":"10.5837/bjc.2023.026","DOIUrl":"10.5837/bjc.2023.026","url":null,"abstract":"<p><p>Surgical aortic valve replacement (SAVR) prolongs life and improves its quality in patients with severe aortic stenosis (AS). Unplanned SAVR is a failure of AS screening and follow-up programmes. We identified all elective, first, isolated SAVRs performed between 1 January and 31 December 2019 in a Welsh tertiary cardiac centre, and documented the clinical and echocardiographic variables, and reasons for unplanned SAVR. Of 140 isolated SAVR, 37 (26%) were unplanned (16 female, mean age 72.3 ± 8.4 years). Twenty had been on the SAVR waiting list and had expedited operations because of concerns about the severity of the AS (12 patients), or because of acute (four patients) or chronic (four patients) left ventricular failure (LVF). Of the 17 not on the waiting list, AS was known in seven: three had acute pulmonary oedema while under follow-up with 'moderate AS', one had been referred but developed pulmonary oedema while waiting for a surgical outpatient appointment, one refused SAVR but was subsequently admitted with acute pulmonary oedema and accepted SAVR, one was admitted directly from home because concerns about worsening AS, and one had infective endocarditis with severe aortic regurgitation. Of 10 patients with a new diagnosis of AS, five presented with LVF, four with angina and in three there was a history of syncope (p=0.003 <i>vs.</i> known AS; multiple symptoms). Survival, age, Canadian Cardiovascular Society (CCS) and New York Heart Association (NYHA) class, number of risk factors, peak and mean aortic valve (AV) gradients, AV area, and stroke volume index were not different between patients who had planned versus unplanned SAVR, or with known or new AS. Patients with a new diagnosis of AS had longer pre-operative wait (22.3 ± 9.3 <i>vs.</i> 6.0 ± 10.3 days, p<0.001). In conclusion, a quarter of SAVRs are unplanned and half are in patients without a prior diagnosis of AS. Unplanned SAVR is associated with prolonged length of hospital stay and with a history of syncope, but other conventional clinical and echocardiographic parameters do not differ between patients undergoing planned versus unplanned SAVR.</p>","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"7 1","pages":"26"},"PeriodicalIF":0.0,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11321464/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74278226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-18DOI: 10.1007/s11409-023-09349-8
Janneke van de Pol, Sophie Oudman
{"title":"Teachers’ judgment accuracy of students’ monitoring skills: a conceptual and methodological framework and explorative study","authors":"Janneke van de Pol, Sophie Oudman","doi":"10.1007/s11409-023-09349-8","DOIUrl":"https://doi.org/10.1007/s11409-023-09349-8","url":null,"abstract":"","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":" ","pages":""},"PeriodicalIF":3.3,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42422607","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-25DOI: 10.1007/s11409-023-09352-z
Juan Zheng, Susanne P. Lajoie, Ting-Hui Wang, Shan Li
{"title":"Supporting self-regulated learning in clinical problem-solving with a computer-based learning environment: the effectiveness of scaffolds","authors":"Juan Zheng, Susanne P. Lajoie, Ting-Hui Wang, Shan Li","doi":"10.1007/s11409-023-09352-z","DOIUrl":"https://doi.org/10.1007/s11409-023-09352-z","url":null,"abstract":"","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":" ","pages":""},"PeriodicalIF":3.3,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43871580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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