نتایج جستجو برای: metacognitive beliefs

تعداد نتایج: 51214  

The purpose of the present study was to investigate the relationship between dimensions of metacognition beliefs and mathematics anxiety among gifted high-school students. To this end, 183 high school students (96boys, 87girls) were selected purposive sampling method as gifted by Otis Intelligence Test (students with IQ above 120) and participated in this study. Math Anxiety Scale and Metacogni...

2012

The present study aims at exploring predictors influencing mathematics performance. More in particular, the study focuses on internal students‟ characteristics (gender, age, metacognitive experience, mathematics self-efficacy) and external contextual factors (GDP of school location, parents‟ educational level, teachers‟ educational level, and teacher beliefs). A sample of 1 749 students and 91 ...

2000
Teresa Garcia Paul R. Pintrich

Pintrich & De Groot, 1990). Motivational components include students' perceptions of the classroom environment as well as their self-related beliefs such as personal goals, self-efficacy, interest, and value beliefs. Cognitive components include students' content knowledge as well as various cognitive learning strategies such as rehearsal, elaboration, and organization, and metacognitive strate...

2013
Galip Kartal Necmettin Erbakan

This study was designed to investigate the effects of cognitive and metacognitive listening strategies on the listening-related self-efficacy beliefs of EFL students. A total of 146 first-year students, studying at ELT Department of a state university’s educational faculty, took part in the study. The sample of this study is composed of the whole population. Motivational Strategies for Learning...

Journal: :J. Exp. Theor. Artif. Intell. 2006
Michael L. Anderson Tim Oates Waiyian Chong Donald Perlis

Maintaining adequate performance in dynamic and uncertain settings has been a perennial stumbling block for intelligent systems. Nevertheless, any system intended for real-world deployment must be able to accommodate unexpected change—that is, it must be perturbation tolerant. We have found that metacognitive monitoring and control—the ability of a system to self-monitor its own decision-making...

Journal: :Japanese Psychological Research 2023

The Cognitive Attentional Syndrome Scale 1 Revised (CAS-1R) is a 10-item self-report measure designed to assess dysfunctional metacognition, transdiagnostic predictor of psychological disorders (e.g., generalized anxiety disorder, major depression disorder). Dysfunctional metacognition classified into “cognitive attentional syndrome” and “metacognitive beliefs,” the latter in turn negative posi...

2011
Anastasia Efklides

Metacognition, motivation, and affect are components of self-regulated learning (SRL) that interact. The “metacognitive and affective model of self-regulated learning” (theMASRLmodel) distinguishes two levels of functioning in SRL, namely, the Person level and the Task× Person level. At the Person level interactions between trait-like characteristics such as cognitive ability, metacognitive kno...

2003
Sofia J. Hadjileontiadou Leontios J. Hadjileontiadis

An approach in modeling collaborative and metacognitive data is presented in this paper. The proposed scheme, namely Collaboration/ Metacognition–Adaptive Network-based Fuzzy Inference System (C/M-ANFIS), uses neurofuzzy structure to adaptively infer on the relation between the above data in a meaningful way. More specifically, the collaborative and metacognitive data refer to the participant’s...

Journal: :Medical education 2013
Pierce J O'Carroll Peter Fisher

OBJECTIVES This study investigated the applicability of the self-regulatory executive functioning (S-REF) model to performance test anxiety (PTA) in objective structured clinical examinations (OSCEs). Specifically, it examined the relative contributions of metacognitive beliefs, trait worry and attentional control to PTA. METHODS A cross-sectional design was used. Immediately prior to their f...

Abstract Introduction: Academic vitality is one of the important variables in academic achievement, which is influenced by several factors. Therefore, this study was conducted with the aim of modeling academic vitality based on meta-cognitive beliefs by mediating perceptions of classroom environment in students. Method: The research design was a correlation research based on the structural equa...

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