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Interplay of metacognitive experiences and performance in collaborative problem solving
16 references·0 citing·35 second hop
Interplay of metacognitive experiences and performance in collaborative problem solving (2020)Interplay of metacognitive experiences an…Handbook of Self-Regulation of Learning and Performance (2017)Handbook of Self-Regulation o…Handbook of Self-Regulation of Learning and Performance (2011)Handbook of Self-Regulation o…Who Am I and What Am I Going to Do With My Life? Personal and Collective Identities as Motivators of Action (2009)Who Am I and What Am I Going …The Power of Feedback (2007)The Power of FeedbackCognitive Load Theory and Complex Learning: Recent Developments and Future Directions (2005)Cognitive Load Theory and Com…When Smart Groups Fail (2003)When Smart Groups FailMotivational Beliefs, Values, and Goals (2002)Motivational Beliefs, Values,…Handbook of Self-Regulation (2000)Handbook of Self-RegulationExpectancy–Value Theory of Achievement Motivation (2000)Expectancy–Value Theory of Ac…Self-Efficacy: The Exercise of Control (1999)Self-Efficacy: The Exercise o…Self-efficacy: the exercise of control (1997)Self-efficacy: the exercise o…Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach. (1992)Training strategies for attai…Perspectives on socially shared cognition. (1991)Perspectives on socially shar…Motivational and self-regulated learning components of classroom academic performance. (1990)Motivational and self-regulat…Effects of cooperative, competitive, and individualistic goal structures on achievement: A meta-analysis. (1981)Effects of cooperative, compe…Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. (1979)Metacognition and cognitive m…Toward a Theory of Intrinsically Motivating Instruction* (1981)Expectancies, values and academic behaviors (1983)Development of a Structured Interview for Assessing Student Use of Self-Regulated Learning Strategies (1986)Classrooms: Goals, structures, and student motivation. (1992)School Engagement: Potential of the Concept, State of the Evidence (2004)Generalized expectancies for internal versus external control of reinforcement. (1966)Intrinsic Motivation and Self-Determination in Human Behavior (1985)Do Psychosocial and Study Skill Factors Predict College Outcomes? A Meta-Analysis. (2004)Psychological correlates of university students' academic performance: A systematic review and meta-analysis. (2012)Principles of Instructional Design (1974)Cognitive Architecture and Instructional Design (1998)Nine Ways to Reduce Cognitive Load in Multimedia Learning (2003)Cognitive load theory in health professional education: design principles and strategies (2009)Cognitive load theory, educational research, and instructional design: some food for thought (2009)Cognitive Architecture and Instructional Design: 20 Years Later (2019)Self-efficacy mechanism in human agency. (1982)Social Foundations of Thought and Action : A Social Cognitive Theory (1985)Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects (2008)Developing the theory of formative assessment (2009)The development of student feedback literacy: enabling uptake of feedback (2018)The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior (2000)Efficacy of the Theory of Planned Behaviour: A meta‐analytic review (2001)Social Cognitive Theory: An Agentic Perspective (2001)Becoming a Self-Regulated Learner: An Overview (2002)The Four-Phase Model of Interest Development (2006)Principles of Critical Discourse Analysis (1993)Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education (1999)Psychological Safety and Learning Behavior in Work Teams (1999)The Role of Goal Orientation in Self-Regulated Learning (2000)Cultural Intelligence: Its Measurement and Effects on Cultural Judgment and Decision Making, Cultural Adaptation and Task Performance (2007)Implications for educational practice of the science of learning and development (2019)Academic Self-Concept and Self-Efficacy: How Different Are They Really? (2003)From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation (2020)The Emerging Field of Emotion Regulation: An Integrative Review (1998)Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. (2002)
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References

  • 1999Self-Efficacy: The Exercise of Control46,779 cited
  • 1997Self-efficacy: the exercise of control24,284 cited
  • 2007The Power of Feedback12,871 cited
  • 1979Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry.11,258 cited
  • 1990Motivational and self-regulated learning components of classroom academic performance.8,318 cited
  • 2002Motivational Beliefs, Values, and Goals7,564 cited
  • 2000Expectancy–Value Theory of Achievement Motivation7,373 cited
  • 2000Handbook of Self-Regulation4,438 cited
  • 1991Perspectives on socially shared cognition.3,460 cited
  • 2005Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions2,204 cited
  • 1992Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach.2,149 cited
  • 2011Handbook of Self-Regulation of Learning and Performance2,125 cited
  • 2017Handbook of Self-Regulation of Learning and Performance1,820 cited
  • 1981Effects of cooperative, competitive, and individualistic goal structures on achievement: A meta-analysis.1,592 cited
  • 2003When Smart Groups Fail1,443 cited

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  • 2009Who Am I and What Am I Going to Do With My Life? Personal and Collective Identities as Motivators of Action1,407 cited
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