Student teachers need to have writing skills support their academic activities and professional lives. Mastery of is interrelated the use strategies; metacognitive strategies, cognitive strategies social strategies. The purpose this study was describe students' specifically in thesis. This a quantitative with survey design. sample involved 88 students. instrument questionnaire Likert scale. res...

Research indicates that cognitive age differences can be influenced by metacognitive factors. This research has generally focused on simple memory tasks. Age differences in working memory (WM) performance are pronounced, but are typically attributed to basic cognitive deficits rather than metacognitive factors. However, WM performance can be influenced by strategic behaviour that might be drive...

Background & Aims: Trichotillomania (TTM) is an unknown disorder and resistant to treatment. The purpose of this study was to develop and validate the new metacognitive-cognitive-behavioral model for trichotillomania. Methods: The present study was a description and correlation study. In this study, 635 participants (304 male and 331 female) were selected. The participants completed the Massach...

purpose: to investigate the effectiveness of metacognitive therapy in patients with major depressive disorder. the population of this study included all patients admitted to the army hospital no. 520 diagnosed with major depressive disorder from which 30 individuals were selected by using random sampling into experimental and control groups (n = 15 experimental and n = 15 control). materials an...

The main purpose of the present study was to investigate the differential effects of Computer Algebra Systems (CAS) and metacognitive training on mathematical reasoning. Participants were 83 students (boys and girls) who studied algebra in four eighth-grade classrooms randomly selected to four instructional methods: CAS embedded within metacognitive training (CAS + META), metacognitive training...

Two studies examined undergraduates' metacognitive awareness of six empirically-supported learning strategies. Study 1 results overall suggested an inability to predict the learning outcomes of educational scenarios describing the strategies of dual-coding, static-media presentations, low-interest extraneous details, testing, and spacing; there was, however, weak endorsement of the strategy of ...