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Improving metacognition in the classroom through instruction, training, and feedback · Study

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ArticleImproving metacognition in the classroom through instruction, training, and feedback

Aimee A. Callender2015

Article2015

Improving metacognition in the classroom through instruction, training, and feedback

Aimee A. Callender · Ana M. Franco‐Watkins

157 citations·0/0 files stored·Metacognition and Learning

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Student Assessment and Feedback Innovative Teaching and Learning Methods Memory Processes and Influences

Abstract

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Citations in this library

Stored only when both papers are in the corpus — 157 citations exist upstream.

References

1999Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments.2006Metacognition and learning: conceptual and methodological considerations 1982Calibration of probabilities: The state of the art to 1980 2003Why People Fail to Recognize Their Own Incompetence 2007“I think I can, I think I can”: Overconfidence and entrepreneurial behavior 1991Calibration and probability judgements: Conceptual and methodological issues 2000Test prediction and performance in a classroom context.1980Training for calibration

Cited by

2022How am I going and where to next? Elaborated online feedback improves university students' self-regulated learning and performance 2024Revisiting the Metacognitive and Affective Model of Self-Regulated Learning: Origins, Development, and Future Directions 2020What does physiological synchrony reveal about metacognitive experiences and group performance?2022The effect of feedback on metacognitive strategy use in EFL writing 2020Using epistemic network analysis and self-reported reflections to explore students' metacognition differences in collaborative learning 2020Changes in metacognitive monitoring accuracy in an introductory physics course 2019Enhanced monitoring accuracy and test performance: Incremental effects of judgment training over and above repeated testing 2021Metacognitive Strategies for Developing Complex Geographical Causal Structures—An Interventional Study in the Geography Classroom

Details

Year2015

Typearticle

Published2015-05-06

VenueMetacognition and Learning

ISSN-L1556-1623

Languageen

Citations157

Files0 public / 0

ShelfStudent Assessment and Feedback

Identifiers

doi10.1007/s11409-015-9142-6

openalex_workW213188518

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