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The Benefits of Participating in a Learning Assistant Program on the Metacognitive Awareness and Motivation of Learning Assistants
16 references·0 citing·42 second hop
The Benefits of Participating in a Learning Assistant Program on the Metacognitive Awareness and Motivation of Learning Assistants (2023)The Benefits of Participating in a Learni…Interpreting Effect Sizes of Education Interventions (2020)Interpreting Effect Sizes of …To What Extent and Under Which Circumstances Are Growth Mind-Sets Important to Academic Achievement? Two Meta-Analyses (2018)To What Extent and Under Whic…Psychological correlates of university students' academic performance: A systematic review and meta-analysis. (2012)Psychological correlates of u…Science motivation questionnaire II: Validation with science majors and nonscience majors (2011)Science motivation questionna…Science Motivation Questionnaire: Construct validation with nonscience majors (2008)Science Motivation Questionna…Focusing the Conceptual Lens on Metacognition, Self-regulation, and Self-regulated Learning (2008)Focusing the Conceptual Lens …Metacognition and learning: conceptual and methodological considerations (2006)Metacognition and learning: c…Self‐Regulation in the Classroom: A Perspective on Assessment and Intervention (2005)Self‐Regulation in the Classr…Relation between intellectual and metacognitive skills: Age and task differences (2005)Relation between intellectual…Do Psychosocial and Study Skill Factors Predict College Outcomes? A Meta-Analysis. (2004)Do Psychosocial and Study Ski…Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives (1999)Cutoff criteria for fit index…Metacognitive theories (1995)Metacognitive theoriesAssessing Metacognitive Awareness (1994)Assessing Metacognitive Aware…Educational Outcomes of Tutoring: A Meta-analysis of Findings (1982)Educational Outcomes of Tutor…Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. (1979)Metacognition and cognitive m…The Journal of College Science Teaching (1971)The Journal of College Scienc…Self-Efficacy: The Exercise of Control (1999)Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. (2000)Measuring inconsistency in meta-analyses (2003)Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research (2014)Much ado about grit: A meta-analytic synthesis of the grit literature. 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References

  • 1999Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives108,592 cited
  • 1979Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry.11,258 cited
  • 2012Psychological correlates of university students' academic performance: A systematic review and meta-analysis.3,639 cited
  • 1971The Journal of College Science Teaching3,332 cited
  • 1994Assessing Metacognitive Awareness3,194 cited
  • 2004Do Psychosocial and Study Skill Factors Predict College Outcomes? A Meta-Analysis.2,478 cited
  • 2006Metacognition and learning: conceptual and methodological considerations2,022 cited
  • 2005Self‐Regulation in the Classroom: A Perspective on Assessment and Intervention1,478 cited
  • 1995Metacognitive theories1,439 cited
  • 2020Interpreting Effect Sizes of Education Interventions1,279 cited
  • 1982Educational Outcomes of Tutoring: A Meta-analysis of Findings1,123 cited
  • 2018To What Extent and Under Which Circumstances Are Growth Mind-Sets Important to Academic Achievement? Two Meta-Analyses983 cited
  • 2008Focusing the Conceptual Lens on Metacognition, Self-regulation, and Self-regulated Learning814 cited
  • 2011Science motivation questionnaire II: Validation with science majors and nonscience majors697 cited

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  • 2005Relation between intellectual and metacognitive skills: Age and task differences457 cited
  • 2008Science Motivation Questionnaire: Construct validation with nonscience majors400 cited
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