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EXPLORING THE CORRELATION BETWEEN METACOGNITION AND COGNITIVE RETENTION OF STUDENTS USING SOME BIOLOGY TEACHING STRATEGIES
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EXPLORING THE CORRELATION BETWEEN METACOGNITION AND COGNITIVE RETENTION OF STUDENTS USING SOME BIOLOGY TEACHING STRATEGIES (2016)EXPLORING THE CORRELATION BETWEEN METACOG…Teacher self-efficacy and teacher burnout: A study of relations (2009)Teacher self-efficacy and tea…Handbook of Metacognition in Education (2009)Handbook of Metacognition in …The development of two observational tools for assessing metacognition and self-regulated learning in young children (2008)The development of two observ…Metacognition and affect: What can metacognitive experiences tell us about the learning process? (2006)Metacognition and affect: Wha…Effects of Problem-Based Learning and Traditional Instruction on Self-Regulated Learning (2006)Effects of Problem-Based Lear…Why People Fail to Recognize Their Own Incompetence (2003)Why People Fail to Recognize …Promoting General Metacognitive Awareness (2001)Promoting General Metacogniti…A taxonomy for learning, teaching, and assessing : a revision of Bloom's taxonomy of educational objectives (2001)A taxonomy for learning, teac…Teaching For Quality Learning At University (1999)Teaching For Quality Learning…COGNITIVE DEVELOPMENT: Children's Knowledge About the Mind (1999)COGNITIVE DEVELOPMENT: Childr…Promoting general metacognitive awareness (1998)Promoting general metacogniti…Metacognitive theories (1995)Metacognitive theoriesAssessing Metacognitive Awareness (1994)Assessing Metacognitive Aware…Self-Regulated Learning and Academic Achievement: An Overview (1990)Self-Regulated Learning and A…Motivational and self-regulated learning components of classroom academic performance. (1990)Motivational and self-regulat…Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. (1979)Metacognition and cognitive m…The Reflective Practitioner: How Professionals Think in Action (1985)The revised two‐factor Study Process Questionnaire: R‐SPQ‐2F (2001)The Concept of Mind (2006)The ‘digital natives’ debate: A critical review of the evidence (2008)Trends in Global Higher Education: Tracking an Academic Revolution (2010)Attention and Self-Regulation (1981)Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. (1984)A social cognitive view of self-regulated academic learning. (1989)Feedback and Self-Regulated Learning: A Theoretical Synthesis (1995)School Engagement: Potential of the Concept, State of the Evidence (2004)Perspectives on the Development of Memory and Cognition (1977)Relizing That You Don't Understand: A Preliminary Investigation (1977)Training Self-Checking Routines for Estimating Test Readiness: Generalization from List Learning to Prose Recall (1979)Mindfulness: A Proposed Operational Definition (2004)Implications for educational practice of the science of learning and development (2019)Expectancies, values and academic behaviors (1983)Handbook of research on teaching (1986)Achievement goals in the classroom: Students' learning strategies and motivation processes. (1988)Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. (2000)Motivational Beliefs, Values, and Goals (2002)Self-efficacy: Toward a unifying theory of behavioral change. (1977)Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives (1999)Self-Efficacy: The Exercise of Control (1999)Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion (2011)Teacher Self-Efficacy and Perceived Autonomy: Relations with Teacher Engagement, Job Satisfaction, and Emotional Exhaustion (2014)Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being (2016)Educating the reflective practitioner (1987)A social-cognitive approach to motivation and personality. (1988)The role of deliberate practice in the acquisition of expert performance. (1993)Training Transfer: An Integrative Literature Review (2007)Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level (2008)Mind in Society: The Development of Higher Psychological Processes (1978)Metacognition and learning: conceptual and methodological considerations (2006)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Meta-Analysis of Theory-of-Mind Development: The Truth about False Belief (2001)Self-Regulated Learning: Beliefs, Techniques, and Illusions (2012)Cognitive Theory of Multimedia Learning (2014)Measuring Self-Regulated Learning (2000)The Role of Goal Orientation in Self-Regulated Learning (2000)Handbook of Self-Regulation of Learning and Performance (2017)Teaching For Quality Learning At University (1999)A Revision of Bloom's Taxonomy: An Overview (2002)
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References

  • 2001A taxonomy for learning, teaching, and assessing : a revision of Bloom's taxonomy of educational objectives13,929 cited
  • 1979Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry.13,127 cited
  • 1990Motivational and self-regulated learning components of classroom academic performance.8,956 cited
  • 1999Teaching For Quality Learning At University7,559 cited
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  • 1994Assessing Metacognitive Awareness3,770 cited
  • 2009Teacher self-efficacy and teacher burnout: A study of relations2,153 cited
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  • 2009Handbook of Metacognition in Education1,574 cited
  • 2001Promoting General Metacognitive Awareness1,262 cited
  • 2003Why People Fail to Recognize Their Own Incompetence1,224 cited
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  • 1999COGNITIVE DEVELOPMENT: Children's Knowledge About the Mind1,002 cited
  • 2006Metacognition and affect: What can metacognitive experiences tell us about the learning process?833 cited
  • 2008The development of two observational tools for assessing metacognition and self-regulated learning in young children

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563 cited
  • 2006Effects of Problem-Based Learning and Traditional Instruction on Self-Regulated Learning424 cited
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