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ArticleFifth graders metacognitive knowledge: general or domain-specific?

Nora Neuenhaus2010

Article2010

Fifth graders metacognitive knowledge: general or domain-specific?

Nora Neuenhaus · Cordula Artelt · Klaus Lingel · Wolfgang Schneider

85 citations·0/0 files stored·European Journal of Psychology of Education

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Innovative Teaching and Learning Methods Memory Processes and Influences Educational Strategies and Epistemologies

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References

1932A Handbook of Child Psychology 2000Handbook of Self-Regulation 1993Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq)1994Assessing Metacognitive Awareness 2024Metacognitive Aspects of Problem Solving 2019Advances in Instructional Psychology 2002The Role of Metacognitive Knowledge in Learning, Teaching, and Assessing 2017Learning, Remembering, and Understanding

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2012Factors of problem-solving competency in a virtual chemistry environment: The role of metacognitive knowledge about strategies 2018The Effect of Metacognitive Knowledge on Mathematics Performance in Self-Regulated Learning Framework—Multiple Mediation of Self-Efficacy and Motivation 2020Metacognition and Self-Regulation: Evidence Review.2016Relationships between teachers’ metacognitive knowledge and students’ metacognitive knowledge and reading achievement 2022The Dynamics Between Self-Regulated Learning and Learning Outcomes: an Exploratory Approach and Implications

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Year2010

Typearticle

Published2010-07-19

VenueEuropean Journal of Psychology of Education

ISSN-L0256-2928

Languageen

Citations85

Files0 public / 0

ShelfInnovative Teaching and Learning Methods

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doi10.1007/s10212-010-0040-7

openalex_workW2091687992

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2022

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

2021Development of children’s metacognitive knowledge, reading, and writing in English as a foreign language: Evidence from longitudinal data using multilevel models

2022Teachers’ knowledge and professional development for metacognitive instruction in the context of higher order thinking