نتایج جستجو برای: metacognitive awarenesses

تعداد نتایج: 4743  

2014
Mohsen Mahdavi

There still exist lacunae in our understanding of howness and the effectiveness of metacognitive strategy training for various language skills in most EFL contexts; most notably in input-poor environments. The present study sought to investigate the possible effects of metacognitive strategy training on vocabulary strategies awareness and vocabulary knowledge among Iranian EFL learners. The exp...

2008
Anneke Vrugt Frans J. Oort

The purpose of this research was to develop and test a model of effective selfregulated learning. Based on effort expenditure we discerned effective self-regulators and less effective self-regulators. The model comprised achievement goals (mastery, performance-approach and -avoidance goals), metacognition (metacognitive knowledge, regulation and experience), study strategies (metacognitive, dee...

2017
Anita Habók Andrea Magyar

This study examines language learning strategy (LLS) use in connexion with foreign language attitude, proficiency and general school achievement among lower secondary students in Years 5 and 8 (n = 868) in Hungary. An adapted version of the Strategies Inventory for Language Learning questionnaire was used for data collection. The results showed that Hungarian students mainly engage in metacogni...

2010
Eric Poitras Susanne P. Lajoie Yuan-Jin Hong

A seminal study conducted by Greene, Bolick, and Robertson (2010) showed that learners do not always engage in appropriate metacognitive and self-regulatory processes while learning about history. However, little research exists to guide the design of technology-rich learning environments (TRLEs) as metacognitive tools in social sciences education. In order to address this issue, we designed a ...

2005
Eva Hudlicka

While research in metacognition has grown significantly in the past 10 years, there has been a relative lack of research devoted to the focused study of the interactions between metacognition and affective processes. Computational models represent a useful tool which can help remedy this situation by constructing causal models of demonstrated correlational relationships, and by generating empir...

Journal: :Nurse education today 2016
Mohammad Gholami Parastou Kordestani Moghadam Fatemeh Mohammadipoor Mohammad Javad Tarahi Mandana Sak Tahereh Toulabi Amir Hossein Hossein Pour

BACKGROUND Problem-based learning (PBL) is a method used to develop cognitive and metacognitive skills in nursing students. OBJECTIVES The present study was conducted to compare the effects of PBL and the traditional lecture method on critical thinking skills and metacognitive awareness in nursing students in a critical care nursing course. DESIGN The present study was conducted with a quas...

2014
Stephen M. Fleming Hakwan C. Lau

The ability to recognize one's own successful cognitive processing, in e.g., perceptual or memory tasks, is often referred to as metacognition. How should we quantitatively measure such ability? Here we focus on a class of measures that assess the correspondence between trial-by-trial accuracy and one's own confidence. In general, for healthy subjects endowed with metacognitive sensitivity, whe...

Journal: :J. Comp. Assisted Learning 2015
S. C. Li J. W. C. Pow W. C. Cheung

This study aims to examine how students’ learning trajectories progress in an online social annotation environment, and how their cognitive processes and levels of interaction correlate with their learning outcomes. Three different types of activities (cognitive, metacognitive and social) were identified in the online environment. The time series of different levels of cognitive and metacogniti...

2013
Ehsan Rezvani Mansoor Tavakoli

This study reports an investigation of Iranian test-takers’ use of cognitive and metacognitive strategies while performing on IELTS reading tests. Specifically, the study set out to investigate: a) the relationship between Iranian test-takers’ use of cognitive and metacognitive strategies and their L2 reading test performance on the reading section of the IELTS test; and b) the role gender migh...

Journal: :Behaviour research and therapy 2013
Samuel G Myers Adrian Wells

The metacognitive model of obsessive-compulsive symptoms [Wells, A. (1997). Cognitive therapy of anxiety disorders: A practice manual and conceptual guide. Chichester, UK: Wiley] assigns a necessary causal role to metacognitive beliefs in the development of symptoms. The current study tested the model by evaluating the effects of experimentally manipulating such beliefs. A 2×2 factorial design ...

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function paginate(evt) { url=/search_year_filter/ var term=document.getElementById("search_meta_data").dataset.term pg=parseInt(evt.target.text) var data={ "year":filter_year, "term":term, "pgn":pg } filtered_res=post_and_fetch(data,url) window.scrollTo(0,0); } function update_search_meta(search_meta) { meta_place=document.getElementById("search_meta_data") term=search_meta.term active_pgn=search_meta.pgn num_res=search_meta.num_res num_pages=search_meta.num_pages year=search_meta.year meta_place.dataset.term=term meta_place.dataset.page=active_pgn meta_place.dataset.num_res=num_res meta_place.dataset.num_pages=num_pages meta_place.dataset.year=year document.getElementById("num_result_place").innerHTML=num_res if (year !== "unfilter"){ document.getElementById("year_filter_label").style="display:inline;" document.getElementById("year_filter_place").innerHTML=year }else { document.getElementById("year_filter_label").style="display:none;" document.getElementById("year_filter_place").innerHTML="" } } function update_pagination() { search_meta_place=document.getElementById('search_meta_data') num_pages=search_meta_place.dataset.num_pages; active_pgn=parseInt(search_meta_place.dataset.page); document.getElementById("pgn-ul").innerHTML=""; pgn_html=""; for (i = 1; i <= num_pages; i++){ if (i===active_pgn){ actv="active" }else {actv=""} pgn_li="
  • " +i+ "
  • "; pgn_html+=pgn_li; } document.getElementById("pgn-ul").innerHTML=pgn_html var pgn_links = document.querySelectorAll('.mypgn'); pgn_links.forEach(function(pgn_link) { pgn_link.addEventListener('click', paginate) }) } function post_and_fetch(data,url) { showLoading() xhr = new XMLHttpRequest(); xhr.open('POST', url, true); xhr.setRequestHeader('Content-Type', 'application/json; charset=UTF-8'); xhr.onreadystatechange = function() { if (xhr.readyState === 4 && xhr.status === 200) { var resp = xhr.responseText; resp_json=JSON.parse(resp) resp_place = document.getElementById("search_result_div") resp_place.innerHTML = resp_json['results'] search_meta = resp_json['meta'] update_search_meta(search_meta) update_pagination() hideLoading() } }; xhr.send(JSON.stringify(data)); } function unfilter() { url=/search_year_filter/ var term=document.getElementById("search_meta_data").dataset.term var data={ "year":"unfilter", "term":term, "pgn":1 } filtered_res=post_and_fetch(data,url) } function deactivate_all_bars(){ var yrchart = document.querySelectorAll('.ct-bar'); yrchart.forEach(function(bar) { bar.dataset.active = false bar.style = "stroke:#71a3c5;" }) } year_chart.on("created", function() { var yrchart = document.querySelectorAll('.ct-bar'); yrchart.forEach(function(check) { check.addEventListener('click', checkIndex); }) }); function checkIndex(event) { var yrchart = document.querySelectorAll('.ct-bar'); var year_bar = event.target if (year_bar.dataset.active == "true") { unfilter_res = unfilter() year_bar.dataset.active = false year_bar.style = "stroke:#1d2b3699;" } else { deactivate_all_bars() year_bar.dataset.active = true year_bar.style = "stroke:#e56f6f;" filter_year = chart_data['labels'][Array.from(yrchart).indexOf(year_bar)] url=/search_year_filter/ var term=document.getElementById("search_meta_data").dataset.term var data={ "year":filter_year, "term":term, "pgn":1 } filtered_res=post_and_fetch(data,url) } } function showLoading() { document.getElementById("loading").style.display = "block"; setTimeout(hideLoading, 10000); // 10 seconds } function hideLoading() { document.getElementById("loading").style.display = "none"; } -->