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You searched for subject:(Metacognition in children). Showing records 1 – 30 of 32 total matches.

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University of Stirling

1. Gollek, Cornelia. Metacognitive development and the disambiguation effect in monolingual and bilingual children.

Degree: PhD, 2013, University of Stirling

 Research suggests that children are only able to flexibly apply more than one label (e.g. mouse and animal) in one situation with one conversational partner… (more)

Subjects/Keywords: 155.4; word learning; metacognition; disambiguation effect; Theory of Mind; perspectival understanding; bilingual children; Bilingualism in children; Verbal ability in children; Metacognition in children

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APA (6th Edition):

Gollek, C. (2013). Metacognitive development and the disambiguation effect in monolingual and bilingual children. (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/20185

Chicago Manual of Style (16th Edition):

Gollek, Cornelia. “Metacognitive development and the disambiguation effect in monolingual and bilingual children.” 2013. Doctoral Dissertation, University of Stirling. Accessed July 03, 2020. http://hdl.handle.net/1893/20185.

MLA Handbook (7th Edition):

Gollek, Cornelia. “Metacognitive development and the disambiguation effect in monolingual and bilingual children.” 2013. Web. 03 Jul 2020.

Vancouver:

Gollek C. Metacognitive development and the disambiguation effect in monolingual and bilingual children. [Internet] [Doctoral dissertation]. University of Stirling; 2013. [cited 2020 Jul 03]. Available from: http://hdl.handle.net/1893/20185.

Council of Science Editors:

Gollek C. Metacognitive development and the disambiguation effect in monolingual and bilingual children. [Doctoral Dissertation]. University of Stirling; 2013. Available from: http://hdl.handle.net/1893/20185


University of Alberta

2. DeTracey, Leith. Metamemory strategies: a study of learning disabled and normally achieving adolescents.

Degree: Master of Education in Special Education, Department of Educational Psychology, 1985, University of Alberta

Subjects/Keywords: Metacognition.; Memory in children.

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APA (6th Edition):

DeTracey, L. (1985). Metamemory strategies: a study of learning disabled and normally achieving adolescents. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/t148fk55r

Chicago Manual of Style (16th Edition):

DeTracey, Leith. “Metamemory strategies: a study of learning disabled and normally achieving adolescents.” 1985. Masters Thesis, University of Alberta. Accessed July 03, 2020. https://era.library.ualberta.ca/files/t148fk55r.

MLA Handbook (7th Edition):

DeTracey, Leith. “Metamemory strategies: a study of learning disabled and normally achieving adolescents.” 1985. Web. 03 Jul 2020.

Vancouver:

DeTracey L. Metamemory strategies: a study of learning disabled and normally achieving adolescents. [Internet] [Masters thesis]. University of Alberta; 1985. [cited 2020 Jul 03]. Available from: https://era.library.ualberta.ca/files/t148fk55r.

Council of Science Editors:

DeTracey L. Metamemory strategies: a study of learning disabled and normally achieving adolescents. [Masters Thesis]. University of Alberta; 1985. Available from: https://era.library.ualberta.ca/files/t148fk55r


University of Hong Kong

3. Chan, Sui-yu, Catherine. Children's metamemory, study strategies and performance.

Degree: 1992, University of Hong Kong

Subjects/Keywords: Metacognition in children.; Learning strategies

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APA (6th Edition):

Chan, Sui-yu, C. (1992). Children's metamemory, study strategies and performance. (Thesis). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/39192

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Chan, Sui-yu, Catherine. “Children's metamemory, study strategies and performance.” 1992. Thesis, University of Hong Kong. Accessed July 03, 2020. http://hdl.handle.net/10722/39192.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Chan, Sui-yu, Catherine. “Children's metamemory, study strategies and performance.” 1992. Web. 03 Jul 2020.

Vancouver:

Chan, Sui-yu C. Children's metamemory, study strategies and performance. [Internet] [Thesis]. University of Hong Kong; 1992. [cited 2020 Jul 03]. Available from: http://hdl.handle.net/10722/39192.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chan, Sui-yu C. Children's metamemory, study strategies and performance. [Thesis]. University of Hong Kong; 1992. Available from: http://hdl.handle.net/10722/39192

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Florida Atlantic University

4. Dirghangi, Shrija R. Accuracy of child event frequency reports.

Degree: MA, 2014, Florida Atlantic University

Summary: The current study assessed whether the accuracy of children’s self-reports of events experienced differs as a function of age and how the question is… (more)

Subjects/Keywords: Cognition in adolescence; Cognition in children; Memory  – Age factors; Memory in adolescence; Memory in children; Metacognition

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APA (6th Edition):

Dirghangi, S. R. (2014). Accuracy of child event frequency reports. (Masters Thesis). Florida Atlantic University. Retrieved from http://purl.flvc.org/fau/fd/FA00004190 ; (URL) http://purl.flvc.org/fau/fd/FA00004190

Chicago Manual of Style (16th Edition):

Dirghangi, Shrija R. “Accuracy of child event frequency reports.” 2014. Masters Thesis, Florida Atlantic University. Accessed July 03, 2020. http://purl.flvc.org/fau/fd/FA00004190 ; (URL) http://purl.flvc.org/fau/fd/FA00004190.

MLA Handbook (7th Edition):

Dirghangi, Shrija R. “Accuracy of child event frequency reports.” 2014. Web. 03 Jul 2020.

Vancouver:

Dirghangi SR. Accuracy of child event frequency reports. [Internet] [Masters thesis]. Florida Atlantic University; 2014. [cited 2020 Jul 03]. Available from: http://purl.flvc.org/fau/fd/FA00004190 ; (URL) http://purl.flvc.org/fau/fd/FA00004190.

Council of Science Editors:

Dirghangi SR. Accuracy of child event frequency reports. [Masters Thesis]. Florida Atlantic University; 2014. Available from: http://purl.flvc.org/fau/fd/FA00004190 ; (URL) http://purl.flvc.org/fau/fd/FA00004190


University of Oklahoma

5. Huang, Kun. METACONCEPTUALLY-ENHANCED SIMULATION-BASED INQUIRY LEARNING: EFFECTS ON THE 8TH GRADE STUDENTS' CONCEPTUAL CHANGE AND SCIENCE EPISTEMOLOGICAL BELIEFS.

Degree: PhD, 2011, University of Oklahoma

 Two quasi-experimental studies (a pilot study and a main study) were carried out to investigate the effects of metaconceptually-enhanced, simulation-based inquiry learning on the 8th… (more)

Subjects/Keywords: Concept learning; Metacognition in children; Science – Study and teaching (Middle school); Simulation games in education

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APA (6th Edition):

Huang, K. (2011). METACONCEPTUALLY-ENHANCED SIMULATION-BASED INQUIRY LEARNING: EFFECTS ON THE 8TH GRADE STUDENTS' CONCEPTUAL CHANGE AND SCIENCE EPISTEMOLOGICAL BELIEFS. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/318892

Chicago Manual of Style (16th Edition):

Huang, Kun. “METACONCEPTUALLY-ENHANCED SIMULATION-BASED INQUIRY LEARNING: EFFECTS ON THE 8TH GRADE STUDENTS' CONCEPTUAL CHANGE AND SCIENCE EPISTEMOLOGICAL BELIEFS.” 2011. Doctoral Dissertation, University of Oklahoma. Accessed July 03, 2020. http://hdl.handle.net/11244/318892.

MLA Handbook (7th Edition):

Huang, Kun. “METACONCEPTUALLY-ENHANCED SIMULATION-BASED INQUIRY LEARNING: EFFECTS ON THE 8TH GRADE STUDENTS' CONCEPTUAL CHANGE AND SCIENCE EPISTEMOLOGICAL BELIEFS.” 2011. Web. 03 Jul 2020.

Vancouver:

Huang K. METACONCEPTUALLY-ENHANCED SIMULATION-BASED INQUIRY LEARNING: EFFECTS ON THE 8TH GRADE STUDENTS' CONCEPTUAL CHANGE AND SCIENCE EPISTEMOLOGICAL BELIEFS. [Internet] [Doctoral dissertation]. University of Oklahoma; 2011. [cited 2020 Jul 03]. Available from: http://hdl.handle.net/11244/318892.

Council of Science Editors:

Huang K. METACONCEPTUALLY-ENHANCED SIMULATION-BASED INQUIRY LEARNING: EFFECTS ON THE 8TH GRADE STUDENTS' CONCEPTUAL CHANGE AND SCIENCE EPISTEMOLOGICAL BELIEFS. [Doctoral Dissertation]. University of Oklahoma; 2011. Available from: http://hdl.handle.net/11244/318892


Columbia University

6. Zillmer, Nicole Suzanne. Metacognitive dimensions of adolescents' intellectual collaboration.

Degree: 2016, Columbia University

Children's interaction with peers supports cognitive development in numerous ways. The claim investigated in the present study is that these benefits include support at a… (more)

Subjects/Keywords: Child psychology; Cognition in children; Cognition; Educational psychology; School children – Psychology; Middle school students – Psychology; Metacognition in children

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APA (6th Edition):

Zillmer, N. S. (2016). Metacognitive dimensions of adolescents' intellectual collaboration. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D83J3CTX

Chicago Manual of Style (16th Edition):

Zillmer, Nicole Suzanne. “Metacognitive dimensions of adolescents' intellectual collaboration.” 2016. Doctoral Dissertation, Columbia University. Accessed July 03, 2020. https://doi.org/10.7916/D83J3CTX.

MLA Handbook (7th Edition):

Zillmer, Nicole Suzanne. “Metacognitive dimensions of adolescents' intellectual collaboration.” 2016. Web. 03 Jul 2020.

Vancouver:

Zillmer NS. Metacognitive dimensions of adolescents' intellectual collaboration. [Internet] [Doctoral dissertation]. Columbia University; 2016. [cited 2020 Jul 03]. Available from: https://doi.org/10.7916/D83J3CTX.

Council of Science Editors:

Zillmer NS. Metacognitive dimensions of adolescents' intellectual collaboration. [Doctoral Dissertation]. Columbia University; 2016. Available from: https://doi.org/10.7916/D83J3CTX


University of Melbourne

7. O'Mullane, Phebe Anne. Cognition and metacognition of gifted and average preadolescent males.

Degree: 2000, University of Melbourne

 Recent conceptions of giftedness as domain-based cognitive precocity have focused on superior processing speed and power, advanced abstract reasoning, and metacognitive insight as key factors… (more)

Subjects/Keywords: Cognition in children; Gifted children; Metacognition in children; Victoria

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APA (6th Edition):

O'Mullane, P. A. (2000). Cognition and metacognition of gifted and average preadolescent males. (Masters Thesis). University of Melbourne. Retrieved from http://hdl.handle.net/11343/57718

Chicago Manual of Style (16th Edition):

O'Mullane, Phebe Anne. “Cognition and metacognition of gifted and average preadolescent males.” 2000. Masters Thesis, University of Melbourne. Accessed July 03, 2020. http://hdl.handle.net/11343/57718.

MLA Handbook (7th Edition):

O'Mullane, Phebe Anne. “Cognition and metacognition of gifted and average preadolescent males.” 2000. Web. 03 Jul 2020.

Vancouver:

O'Mullane PA. Cognition and metacognition of gifted and average preadolescent males. [Internet] [Masters thesis]. University of Melbourne; 2000. [cited 2020 Jul 03]. Available from: http://hdl.handle.net/11343/57718.

Council of Science Editors:

O'Mullane PA. Cognition and metacognition of gifted and average preadolescent males. [Masters Thesis]. University of Melbourne; 2000. Available from: http://hdl.handle.net/11343/57718


McGill University

8. Martini, Rose. Metacognitive processes underlying psychomotor performance in children identified as high skilled, average, and having developmental coordination disorder (DCD).

Degree: PhD, Department of Educational and Counselling Psychology., 2002, McGill University

Metacognition is the monitoring, evaluating, and correction of one's own performance while engaged in an intellectual task. It has been explored within educational psychology in… (more)

Subjects/Keywords: Metacognition in children; Psychomotor disorders in children

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APA (6th Edition):

Martini, R. (2002). Metacognitive processes underlying psychomotor performance in children identified as high skilled, average, and having developmental coordination disorder (DCD). (Doctoral Dissertation). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile38503.pdf

Chicago Manual of Style (16th Edition):

Martini, Rose. “Metacognitive processes underlying psychomotor performance in children identified as high skilled, average, and having developmental coordination disorder (DCD).” 2002. Doctoral Dissertation, McGill University. Accessed July 03, 2020. http://digitool.library.mcgill.ca/thesisfile38503.pdf.

MLA Handbook (7th Edition):

Martini, Rose. “Metacognitive processes underlying psychomotor performance in children identified as high skilled, average, and having developmental coordination disorder (DCD).” 2002. Web. 03 Jul 2020.

Vancouver:

Martini R. Metacognitive processes underlying psychomotor performance in children identified as high skilled, average, and having developmental coordination disorder (DCD). [Internet] [Doctoral dissertation]. McGill University; 2002. [cited 2020 Jul 03]. Available from: http://digitool.library.mcgill.ca/thesisfile38503.pdf.

Council of Science Editors:

Martini R. Metacognitive processes underlying psychomotor performance in children identified as high skilled, average, and having developmental coordination disorder (DCD). [Doctoral Dissertation]. McGill University; 2002. Available from: http://digitool.library.mcgill.ca/thesisfile38503.pdf


McGill University

9. Todd, Teri. A comparison of metacognitive and procedural knowledge of ball catching by physically awkward and non-awkward children.

Degree: MA, Department of Physical Education., 1988, McGill University

Subjects/Keywords: Metacognition in children  – Research; Physical fitness for children  – Research

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APA (6th Edition):

Todd, T. (1988). A comparison of metacognitive and procedural knowledge of ball catching by physically awkward and non-awkward children. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile61773.pdf

Chicago Manual of Style (16th Edition):

Todd, Teri. “A comparison of metacognitive and procedural knowledge of ball catching by physically awkward and non-awkward children.” 1988. Masters Thesis, McGill University. Accessed July 03, 2020. http://digitool.library.mcgill.ca/thesisfile61773.pdf.

MLA Handbook (7th Edition):

Todd, Teri. “A comparison of metacognitive and procedural knowledge of ball catching by physically awkward and non-awkward children.” 1988. Web. 03 Jul 2020.

Vancouver:

Todd T. A comparison of metacognitive and procedural knowledge of ball catching by physically awkward and non-awkward children. [Internet] [Masters thesis]. McGill University; 1988. [cited 2020 Jul 03]. Available from: http://digitool.library.mcgill.ca/thesisfile61773.pdf.

Council of Science Editors:

Todd T. A comparison of metacognitive and procedural knowledge of ball catching by physically awkward and non-awkward children. [Masters Thesis]. McGill University; 1988. Available from: http://digitool.library.mcgill.ca/thesisfile61773.pdf


Michigan State University

10. Meloth, Michael Steven. Effects of explicit instruction on third grade low group students' metacognitive awareness of reading lesson content and their performance on additional measures of reading ability.

Degree: PhD, Department of Counseling, Educational Psychology, and Special Education, 1988, Michigan State University

Subjects/Keywords: Reading (Elementary); Metacognition – Study and teaching (Elementary); Metacognition in children; Third grade (Education)

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APA (6th Edition):

Meloth, M. S. (1988). Effects of explicit instruction on third grade low group students' metacognitive awareness of reading lesson content and their performance on additional measures of reading ability. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:20330

Chicago Manual of Style (16th Edition):

Meloth, Michael Steven. “Effects of explicit instruction on third grade low group students' metacognitive awareness of reading lesson content and their performance on additional measures of reading ability.” 1988. Doctoral Dissertation, Michigan State University. Accessed July 03, 2020. http://etd.lib.msu.edu/islandora/object/etd:20330.

MLA Handbook (7th Edition):

Meloth, Michael Steven. “Effects of explicit instruction on third grade low group students' metacognitive awareness of reading lesson content and their performance on additional measures of reading ability.” 1988. Web. 03 Jul 2020.

Vancouver:

Meloth MS. Effects of explicit instruction on third grade low group students' metacognitive awareness of reading lesson content and their performance on additional measures of reading ability. [Internet] [Doctoral dissertation]. Michigan State University; 1988. [cited 2020 Jul 03]. Available from: http://etd.lib.msu.edu/islandora/object/etd:20330.

Council of Science Editors:

Meloth MS. Effects of explicit instruction on third grade low group students' metacognitive awareness of reading lesson content and their performance on additional measures of reading ability. [Doctoral Dissertation]. Michigan State University; 1988. Available from: http://etd.lib.msu.edu/islandora/object/etd:20330

11. NC DOCKS at The University of North Carolina at Greensboro; Pierce, Sarah Helen. Home environment, metamemory, motivation, and memory performance in young school children.

Degree: 1993, NC Docks

 This study examined a theoretical model of the relationships among qualities of young school-age children's home environments, children's memory knowledge and mastery-motivation, and children's proficiency… (more)

Subjects/Keywords: Home and school; Metacognition in children; Memory in children; Motivation in education

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APA (6th Edition):

NC DOCKS at The University of North Carolina at Greensboro; Pierce, S. H. (1993). Home environment, metamemory, motivation, and memory performance in young school children. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncg/f/Pierce_uncg_9406698.PDF

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

NC DOCKS at The University of North Carolina at Greensboro; Pierce, Sarah Helen. “Home environment, metamemory, motivation, and memory performance in young school children.” 1993. Thesis, NC Docks. Accessed July 03, 2020. http://libres.uncg.edu/ir/uncg/f/Pierce_uncg_9406698.PDF.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

NC DOCKS at The University of North Carolina at Greensboro; Pierce, Sarah Helen. “Home environment, metamemory, motivation, and memory performance in young school children.” 1993. Web. 03 Jul 2020.

Vancouver:

NC DOCKS at The University of North Carolina at Greensboro; Pierce SH. Home environment, metamemory, motivation, and memory performance in young school children. [Internet] [Thesis]. NC Docks; 1993. [cited 2020 Jul 03]. Available from: http://libres.uncg.edu/ir/uncg/f/Pierce_uncg_9406698.PDF.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

NC DOCKS at The University of North Carolina at Greensboro; Pierce SH. Home environment, metamemory, motivation, and memory performance in young school children. [Thesis]. NC Docks; 1993. Available from: http://libres.uncg.edu/ir/uncg/f/Pierce_uncg_9406698.PDF

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Alberta

12. Shapka, Marie L. Metacognitive reading strategy awareness of gifted, average, and learning disabled students.

Degree: Master of Education in Counselling and School Psychology, Department of Educational Psychology, 1990, University of Alberta

Subjects/Keywords: Reading, Psychology of.; Metacognition in children.; Reading (Elementary)

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APA (6th Edition):

Shapka, M. L. (1990). Metacognitive reading strategy awareness of gifted, average, and learning disabled students. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/3n2041375

Chicago Manual of Style (16th Edition):

Shapka, Marie L. “Metacognitive reading strategy awareness of gifted, average, and learning disabled students.” 1990. Masters Thesis, University of Alberta. Accessed July 03, 2020. https://era.library.ualberta.ca/files/3n2041375.

MLA Handbook (7th Edition):

Shapka, Marie L. “Metacognitive reading strategy awareness of gifted, average, and learning disabled students.” 1990. Web. 03 Jul 2020.

Vancouver:

Shapka ML. Metacognitive reading strategy awareness of gifted, average, and learning disabled students. [Internet] [Masters thesis]. University of Alberta; 1990. [cited 2020 Jul 03]. Available from: https://era.library.ualberta.ca/files/3n2041375.

Council of Science Editors:

Shapka ML. Metacognitive reading strategy awareness of gifted, average, and learning disabled students. [Masters Thesis]. University of Alberta; 1990. Available from: https://era.library.ualberta.ca/files/3n2041375


University of Alberta

13. Pool, Judy. Metacognitive change in emergent readers during reading acquisition.

Degree: Master of Education in Special Education, Department of Educational Psychology, 1994, University of Alberta

Subjects/Keywords: Reading (Primary); Reading, Psychology of.; Metacognition in children.

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APA (6th Edition):

Pool, J. (1994). Metacognitive change in emergent readers during reading acquisition. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/gm80hx605

Chicago Manual of Style (16th Edition):

Pool, Judy. “Metacognitive change in emergent readers during reading acquisition.” 1994. Masters Thesis, University of Alberta. Accessed July 03, 2020. https://era.library.ualberta.ca/files/gm80hx605.

MLA Handbook (7th Edition):

Pool, Judy. “Metacognitive change in emergent readers during reading acquisition.” 1994. Web. 03 Jul 2020.

Vancouver:

Pool J. Metacognitive change in emergent readers during reading acquisition. [Internet] [Masters thesis]. University of Alberta; 1994. [cited 2020 Jul 03]. Available from: https://era.library.ualberta.ca/files/gm80hx605.

Council of Science Editors:

Pool J. Metacognitive change in emergent readers during reading acquisition. [Masters Thesis]. University of Alberta; 1994. Available from: https://era.library.ualberta.ca/files/gm80hx605


University of North Texas

14. Jeffers, Bernadette T. A comparative study of metacognitive strategies in eighth grade reading improvement students.

Degree: 1990, University of North Texas

The purposes of this study are to determine the level of growth by reading improvement students when metacognitive skills are taught and to determine which instructional approach is the most effective in maximizing reading comprehension.

Subjects/Keywords: metacognition in children; reading improvement students; elementary education

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APA (6th Edition):

Jeffers, B. T. (1990). A comparative study of metacognitive strategies in eighth grade reading improvement students. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc332821/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Jeffers, Bernadette T. “A comparative study of metacognitive strategies in eighth grade reading improvement students.” 1990. Thesis, University of North Texas. Accessed July 03, 2020. https://digital.library.unt.edu/ark:/67531/metadc332821/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Jeffers, Bernadette T. “A comparative study of metacognitive strategies in eighth grade reading improvement students.” 1990. Web. 03 Jul 2020.

Vancouver:

Jeffers BT. A comparative study of metacognitive strategies in eighth grade reading improvement students. [Internet] [Thesis]. University of North Texas; 1990. [cited 2020 Jul 03]. Available from: https://digital.library.unt.edu/ark:/67531/metadc332821/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jeffers BT. A comparative study of metacognitive strategies in eighth grade reading improvement students. [Thesis]. University of North Texas; 1990. Available from: https://digital.library.unt.edu/ark:/67531/metadc332821/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Florida Atlantic University

15. Causey, Kayla B. Remembering the future: individual differences in metacognitive representation predict prospective memory performance on time-baseed [sic] and event-based tasks in early childhood.

Degree: PhD, 2010, Florida Atlantic University

Summary: Prospective memory is remembering to perform an action in the future, such as attending a meeting (a time-based task) or picking up milk at… (more)

Subjects/Keywords: Metacognition; Memory – Pyschological aspects; Social psychology; Cognition in children

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APA (6th Edition):

Causey, K. B. (2010). Remembering the future: individual differences in metacognitive representation predict prospective memory performance on time-baseed [sic] and event-based tasks in early childhood. (Doctoral Dissertation). Florida Atlantic University. Retrieved from http://purl.flvc.org/FAU/2974431

Chicago Manual of Style (16th Edition):

Causey, Kayla B. “Remembering the future: individual differences in metacognitive representation predict prospective memory performance on time-baseed [sic] and event-based tasks in early childhood.” 2010. Doctoral Dissertation, Florida Atlantic University. Accessed July 03, 2020. http://purl.flvc.org/FAU/2974431.

MLA Handbook (7th Edition):

Causey, Kayla B. “Remembering the future: individual differences in metacognitive representation predict prospective memory performance on time-baseed [sic] and event-based tasks in early childhood.” 2010. Web. 03 Jul 2020.

Vancouver:

Causey KB. Remembering the future: individual differences in metacognitive representation predict prospective memory performance on time-baseed [sic] and event-based tasks in early childhood. [Internet] [Doctoral dissertation]. Florida Atlantic University; 2010. [cited 2020 Jul 03]. Available from: http://purl.flvc.org/FAU/2974431.

Council of Science Editors:

Causey KB. Remembering the future: individual differences in metacognitive representation predict prospective memory performance on time-baseed [sic] and event-based tasks in early childhood. [Doctoral Dissertation]. Florida Atlantic University; 2010. Available from: http://purl.flvc.org/FAU/2974431


Simon Fraser University

16. Woodward, Dianne Carol. An investigation of the efficacy of Paris' Reading and thinking strategies on the reading comprehension and metacognition in reading in learning disabled students.

Degree: 1991, Simon Fraser University

Subjects/Keywords: Learning disabled children  – Education  – Reading.; Reading comprehension.; Metacognition in children.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Woodward, D. C. (1991). An investigation of the efficacy of Paris' Reading and thinking strategies on the reading comprehension and metacognition in reading in learning disabled students. (Thesis). Simon Fraser University. Retrieved from http://summit.sfu.ca/item/3603

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Woodward, Dianne Carol. “An investigation of the efficacy of Paris' Reading and thinking strategies on the reading comprehension and metacognition in reading in learning disabled students.” 1991. Thesis, Simon Fraser University. Accessed July 03, 2020. http://summit.sfu.ca/item/3603.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Woodward, Dianne Carol. “An investigation of the efficacy of Paris' Reading and thinking strategies on the reading comprehension and metacognition in reading in learning disabled students.” 1991. Web. 03 Jul 2020.

Vancouver:

Woodward DC. An investigation of the efficacy of Paris' Reading and thinking strategies on the reading comprehension and metacognition in reading in learning disabled students. [Internet] [Thesis]. Simon Fraser University; 1991. [cited 2020 Jul 03]. Available from: http://summit.sfu.ca/item/3603.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Woodward DC. An investigation of the efficacy of Paris' Reading and thinking strategies on the reading comprehension and metacognition in reading in learning disabled students. [Thesis]. Simon Fraser University; 1991. Available from: http://summit.sfu.ca/item/3603

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Alberta

17. Moench, Judy Norine. The effects of cognitive and meta-cognitive strategy instruction in decreasing inappropriate behavior in elementary aged students with behavior disorders.

Degree: PhD, Department of Educational Psychology, 1998, University of Alberta

Subjects/Keywords: School children.; Metacognition in children.; Behavior disorders in children – Treatment.; Aggressiveness in children – Treatment.

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APA (6th Edition):

Moench, J. N. (1998). The effects of cognitive and meta-cognitive strategy instruction in decreasing inappropriate behavior in elementary aged students with behavior disorders. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/1z40kw08w

Chicago Manual of Style (16th Edition):

Moench, Judy Norine. “The effects of cognitive and meta-cognitive strategy instruction in decreasing inappropriate behavior in elementary aged students with behavior disorders.” 1998. Doctoral Dissertation, University of Alberta. Accessed July 03, 2020. https://era.library.ualberta.ca/files/1z40kw08w.

MLA Handbook (7th Edition):

Moench, Judy Norine. “The effects of cognitive and meta-cognitive strategy instruction in decreasing inappropriate behavior in elementary aged students with behavior disorders.” 1998. Web. 03 Jul 2020.

Vancouver:

Moench JN. The effects of cognitive and meta-cognitive strategy instruction in decreasing inappropriate behavior in elementary aged students with behavior disorders. [Internet] [Doctoral dissertation]. University of Alberta; 1998. [cited 2020 Jul 03]. Available from: https://era.library.ualberta.ca/files/1z40kw08w.

Council of Science Editors:

Moench JN. The effects of cognitive and meta-cognitive strategy instruction in decreasing inappropriate behavior in elementary aged students with behavior disorders. [Doctoral Dissertation]. University of Alberta; 1998. Available from: https://era.library.ualberta.ca/files/1z40kw08w


Massey University

18. Pereira-Laird, Joyce Anne. Causal metacognitive-motivational models of reading comprehension in reading disabled and normal achieving readers : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Psychology .

Degree: 1996, Massey University

 Contemporary models of reading indicate that reading achievement and impairment are the products of the complex interaction of motivational, cognitive and metacognitive processes. Most previous… (more)

Subjects/Keywords: Learning disabled children; Motivation in education; Reading comprehension; Evaluation; Metacognition

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APA (6th Edition):

Pereira-Laird, J. A. (1996). Causal metacognitive-motivational models of reading comprehension in reading disabled and normal achieving readers : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Psychology . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/4643

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Pereira-Laird, Joyce Anne. “Causal metacognitive-motivational models of reading comprehension in reading disabled and normal achieving readers : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Psychology .” 1996. Thesis, Massey University. Accessed July 03, 2020. http://hdl.handle.net/10179/4643.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Pereira-Laird, Joyce Anne. “Causal metacognitive-motivational models of reading comprehension in reading disabled and normal achieving readers : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Psychology .” 1996. Web. 03 Jul 2020.

Vancouver:

Pereira-Laird JA. Causal metacognitive-motivational models of reading comprehension in reading disabled and normal achieving readers : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Psychology . [Internet] [Thesis]. Massey University; 1996. [cited 2020 Jul 03]. Available from: http://hdl.handle.net/10179/4643.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pereira-Laird JA. Causal metacognitive-motivational models of reading comprehension in reading disabled and normal achieving readers : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Psychology . [Thesis]. Massey University; 1996. Available from: http://hdl.handle.net/10179/4643

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Hawaii – Manoa

19. Kim, Weol-Soon. The role of metacognitive skills in young ESL students' writing revisions.

Degree: PhD, 2009, University of Hawaii – Manoa

Microfiche.

xii, 257 leaves, bound ill. 29 cm

Subjects/Keywords: Metacognition  – Study and teaching (Elementary); Metacognition in children; English language  – Study and teaching (Elementary)  – Foreign speakers

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Kim, W. (2009). The role of metacognitive skills in young ESL students' writing revisions. (Doctoral Dissertation). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/9724

Chicago Manual of Style (16th Edition):

Kim, Weol-Soon. “The role of metacognitive skills in young ESL students' writing revisions.” 2009. Doctoral Dissertation, University of Hawaii – Manoa. Accessed July 03, 2020. http://hdl.handle.net/10125/9724.

MLA Handbook (7th Edition):

Kim, Weol-Soon. “The role of metacognitive skills in young ESL students' writing revisions.” 2009. Web. 03 Jul 2020.

Vancouver:

Kim W. The role of metacognitive skills in young ESL students' writing revisions. [Internet] [Doctoral dissertation]. University of Hawaii – Manoa; 2009. [cited 2020 Jul 03]. Available from: http://hdl.handle.net/10125/9724.

Council of Science Editors:

Kim W. The role of metacognitive skills in young ESL students' writing revisions. [Doctoral Dissertation]. University of Hawaii – Manoa; 2009. Available from: http://hdl.handle.net/10125/9724


University of Pretoria

20. Du Plessis, Hendriette Wilhelmina. Life mapping to enhance the self-knowledge of children in a children's home.

Degree: Social Work and Criminology, 2007, University of Pretoria

 The purpose of the research was to use life mapping during the intervention period in order to enhance the self-knowledge of the children in their… (more)

Subjects/Keywords: Emotion in children; Orphans social aspects; Children institutional care; Play therapy; Gestalt therapy; Metacognition; Self-perception in children; Self-esteem in children; UCTD

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Du Plessis, H. (2007). Life mapping to enhance the self-knowledge of children in a children's home. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/23904

Chicago Manual of Style (16th Edition):

Du Plessis, Hendriette. “Life mapping to enhance the self-knowledge of children in a children's home.” 2007. Masters Thesis, University of Pretoria. Accessed July 03, 2020. http://hdl.handle.net/2263/23904.

MLA Handbook (7th Edition):

Du Plessis, Hendriette. “Life mapping to enhance the self-knowledge of children in a children's home.” 2007. Web. 03 Jul 2020.

Vancouver:

Du Plessis H. Life mapping to enhance the self-knowledge of children in a children's home. [Internet] [Masters thesis]. University of Pretoria; 2007. [cited 2020 Jul 03]. Available from: http://hdl.handle.net/2263/23904.

Council of Science Editors:

Du Plessis H. Life mapping to enhance the self-knowledge of children in a children's home. [Masters Thesis]. University of Pretoria; 2007. Available from: http://hdl.handle.net/2263/23904


University of Pretoria

21. [No author]. Life mapping to enhance the self-knowledge of children in a children's home .

Degree: 2007, University of Pretoria

 The purpose of the research was to use life mapping during the intervention period in order to enhance the self-knowledge of the children in their… (more)

Subjects/Keywords: Emotion in children; Orphans social aspects; Children institutional care; Play therapy; Gestalt therapy; Metacognition; Self-perception in children; Self-esteem in children; UCTD

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

author], [. (2007). Life mapping to enhance the self-knowledge of children in a children's home . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-04102007-124534/

Chicago Manual of Style (16th Edition):

author], [No. “Life mapping to enhance the self-knowledge of children in a children's home .” 2007. Masters Thesis, University of Pretoria. Accessed July 03, 2020. http://upetd.up.ac.za/thesis/available/etd-04102007-124534/.

MLA Handbook (7th Edition):

author], [No. “Life mapping to enhance the self-knowledge of children in a children's home .” 2007. Web. 03 Jul 2020.

Vancouver:

author] [. Life mapping to enhance the self-knowledge of children in a children's home . [Internet] [Masters thesis]. University of Pretoria; 2007. [cited 2020 Jul 03]. Available from: http://upetd.up.ac.za/thesis/available/etd-04102007-124534/.

Council of Science Editors:

author] [. Life mapping to enhance the self-knowledge of children in a children's home . [Masters Thesis]. University of Pretoria; 2007. Available from: http://upetd.up.ac.za/thesis/available/etd-04102007-124534/


Queensland University of Technology

22. Wilson, Fay Janet. The use of analogical reasoning as a problem solving strategy.

Degree: 1994, Queensland University of Technology

Subjects/Keywords: Metacognition in children; Problem solving in children; Mathematics Study and teaching (Primary); thesis; masters

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Wilson, F. J. (1994). The use of analogical reasoning as a problem solving strategy. (Thesis). Queensland University of Technology. Retrieved from http://eprints.qut.edu.au/36487/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Wilson, Fay Janet. “The use of analogical reasoning as a problem solving strategy.” 1994. Thesis, Queensland University of Technology. Accessed July 03, 2020. http://eprints.qut.edu.au/36487/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Wilson, Fay Janet. “The use of analogical reasoning as a problem solving strategy.” 1994. Web. 03 Jul 2020.

Vancouver:

Wilson FJ. The use of analogical reasoning as a problem solving strategy. [Internet] [Thesis]. Queensland University of Technology; 1994. [cited 2020 Jul 03]. Available from: http://eprints.qut.edu.au/36487/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wilson FJ. The use of analogical reasoning as a problem solving strategy. [Thesis]. Queensland University of Technology; 1994. Available from: http://eprints.qut.edu.au/36487/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

23. Kraai, Rhonda V. The role of metacognitive strategy use in second grade students with learning disabilities during written spelling tasks.

Degree: Thesis (D. Ed.), 2010, Ball State University

 General education and special education teachers are expected to provide evidence-based instruction to all students in the classroom. Along with that, they must make sure… (more)

Subjects/Keywords: Metacognition in children.; Learning disabled children.; Second grade (Education); English language  – Orthography and spelling.; Spelling, Psychology of.

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APA (6th Edition):

Kraai, R. V. (2010). The role of metacognitive strategy use in second grade students with learning disabilities during written spelling tasks. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/193285

Chicago Manual of Style (16th Edition):

Kraai, Rhonda V. “The role of metacognitive strategy use in second grade students with learning disabilities during written spelling tasks.” 2010. Doctoral Dissertation, Ball State University. Accessed July 03, 2020. http://cardinalscholar.bsu.edu/handle/123456789/193285.

MLA Handbook (7th Edition):

Kraai, Rhonda V. “The role of metacognitive strategy use in second grade students with learning disabilities during written spelling tasks.” 2010. Web. 03 Jul 2020.

Vancouver:

Kraai RV. The role of metacognitive strategy use in second grade students with learning disabilities during written spelling tasks. [Internet] [Doctoral dissertation]. Ball State University; 2010. [cited 2020 Jul 03]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/193285.

Council of Science Editors:

Kraai RV. The role of metacognitive strategy use in second grade students with learning disabilities during written spelling tasks. [Doctoral Dissertation]. Ball State University; 2010. Available from: http://cardinalscholar.bsu.edu/handle/123456789/193285


Mahatma Gandhi University

24. Abbas, M A Alka. Developing a metacognition integrated multimedia science learning package for students at secondary level;.

Degree: Education, 2014, Mahatma Gandhi University

newline

Bibliography p. 285-304, Appendices p. i- cxliii

Advisors/Committee Members: Minikutty, A.

Subjects/Keywords: Learning; Metacognition in children; Multimedia systems in education; Science; Secondary education; Secondary school students

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APA (6th Edition):

Abbas, M. A. A. (2014). Developing a metacognition integrated multimedia science learning package for students at secondary level;. (Thesis). Mahatma Gandhi University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/25938

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Abbas, M A Alka. “Developing a metacognition integrated multimedia science learning package for students at secondary level;.” 2014. Thesis, Mahatma Gandhi University. Accessed July 03, 2020. http://shodhganga.inflibnet.ac.in/handle/10603/25938.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Abbas, M A Alka. “Developing a metacognition integrated multimedia science learning package for students at secondary level;.” 2014. Web. 03 Jul 2020.

Vancouver:

Abbas MAA. Developing a metacognition integrated multimedia science learning package for students at secondary level;. [Internet] [Thesis]. Mahatma Gandhi University; 2014. [cited 2020 Jul 03]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/25938.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Abbas MAA. Developing a metacognition integrated multimedia science learning package for students at secondary level;. [Thesis]. Mahatma Gandhi University; 2014. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/25938

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Alberta

25. Darko-Yeboah, Jonas. Developmental and individual differences in perceived competence, locus of control, self-esteem and metacognitive reading awareness.

Degree: PhD, Department of Educational Psychology, 1990, University of Alberta

Subjects/Keywords: Learning disabled children – Education – Reading – Psychological aspects.; Self-esteem in children – Effect of adacemic achievement on.; Gifted children – Education – Reading – Psychological aspects.; Reading, Psychology of.; Metacognition.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Darko-Yeboah, J. (1990). Developmental and individual differences in perceived competence, locus of control, self-esteem and metacognitive reading awareness. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/nc580p60m

Chicago Manual of Style (16th Edition):

Darko-Yeboah, Jonas. “Developmental and individual differences in perceived competence, locus of control, self-esteem and metacognitive reading awareness.” 1990. Doctoral Dissertation, University of Alberta. Accessed July 03, 2020. https://era.library.ualberta.ca/files/nc580p60m.

MLA Handbook (7th Edition):

Darko-Yeboah, Jonas. “Developmental and individual differences in perceived competence, locus of control, self-esteem and metacognitive reading awareness.” 1990. Web. 03 Jul 2020.

Vancouver:

Darko-Yeboah J. Developmental and individual differences in perceived competence, locus of control, self-esteem and metacognitive reading awareness. [Internet] [Doctoral dissertation]. University of Alberta; 1990. [cited 2020 Jul 03]. Available from: https://era.library.ualberta.ca/files/nc580p60m.

Council of Science Editors:

Darko-Yeboah J. Developmental and individual differences in perceived competence, locus of control, self-esteem and metacognitive reading awareness. [Doctoral Dissertation]. University of Alberta; 1990. Available from: https://era.library.ualberta.ca/files/nc580p60m


University of North Texas

26. Shapley, Kelly S. Metacognition, Motivation, and Learning: A Study of Sixth-Grade Middle School Students' Use and Development of Self-Regulated Learning Strategies.

Degree: 1993, University of North Texas

This study investigated whether students can be taught to use self-regulated strategies. Advisors/Committee Members: Moseley, Patricia Anne, Halstead, Francis E., 1930-, Day, Kaaren D., Corbin, John Boyd.

Subjects/Keywords: Learning, Psychology of.; Metacognition in children.; Motivation (Psychology) in children.; Middle school students.; Study skills  – Study and teaching.; self-regulation; learning strategy

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APA (6th Edition):

Shapley, K. S. (1993). Metacognition, Motivation, and Learning: A Study of Sixth-Grade Middle School Students' Use and Development of Self-Regulated Learning Strategies. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc278191/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Shapley, Kelly S. “Metacognition, Motivation, and Learning: A Study of Sixth-Grade Middle School Students' Use and Development of Self-Regulated Learning Strategies.” 1993. Thesis, University of North Texas. Accessed July 03, 2020. https://digital.library.unt.edu/ark:/67531/metadc278191/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Shapley, Kelly S. “Metacognition, Motivation, and Learning: A Study of Sixth-Grade Middle School Students' Use and Development of Self-Regulated Learning Strategies.” 1993. Web. 03 Jul 2020.

Vancouver:

Shapley KS. Metacognition, Motivation, and Learning: A Study of Sixth-Grade Middle School Students' Use and Development of Self-Regulated Learning Strategies. [Internet] [Thesis]. University of North Texas; 1993. [cited 2020 Jul 03]. Available from: https://digital.library.unt.edu/ark:/67531/metadc278191/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Shapley KS. Metacognition, Motivation, and Learning: A Study of Sixth-Grade Middle School Students' Use and Development of Self-Regulated Learning Strategies. [Thesis]. University of North Texas; 1993. Available from: https://digital.library.unt.edu/ark:/67531/metadc278191/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Hong Kong

27. Kwong, Oi-man. The effect of metacognitive training on the problem solving behaviour of primary 6 students.

Degree: 2005, University of Hong Kong

Subjects/Keywords: Problem solving in children.; Metacognition - Study and teaching (Elementary) - China - Hong Kong.; Mathematics - Study and teaching (Elementary) - China - Hong Kong.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Kwong, O. (2005). The effect of metacognitive training on the problem solving behaviour of primary 6 students. (Thesis). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/27888

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Kwong, Oi-man. “The effect of metacognitive training on the problem solving behaviour of primary 6 students.” 2005. Thesis, University of Hong Kong. Accessed July 03, 2020. http://hdl.handle.net/10722/27888.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Kwong, Oi-man. “The effect of metacognitive training on the problem solving behaviour of primary 6 students.” 2005. Web. 03 Jul 2020.

Vancouver:

Kwong O. The effect of metacognitive training on the problem solving behaviour of primary 6 students. [Internet] [Thesis]. University of Hong Kong; 2005. [cited 2020 Jul 03]. Available from: http://hdl.handle.net/10722/27888.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kwong O. The effect of metacognitive training on the problem solving behaviour of primary 6 students. [Thesis]. University of Hong Kong; 2005. Available from: http://hdl.handle.net/10722/27888

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Florida Atlantic University

28. Somers, Judy L. Using concept maps to explore preservice teachers' perceptions of science content knowledge, teaching practices, and reflective processes.

Degree: EdD, 2009, Florida Atlantic University

Summary: This qualitative study examined seven preservice teachers' perceptions of their science content knowledge, teaching practices, and reflective processes through the use of the metacognitive… (more)

Subjects/Keywords: Science – Study and teaching – Methodology; Concept learning; Metacognition in children; Education, Effect of technological innovations on

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APA (6th Edition):

Somers, J. L. (2009). Using concept maps to explore preservice teachers' perceptions of science content knowledge, teaching practices, and reflective processes. (Doctoral Dissertation). Florida Atlantic University. Retrieved from http://purl.flvc.org/FAU/221953

Chicago Manual of Style (16th Edition):

Somers, Judy L. “Using concept maps to explore preservice teachers' perceptions of science content knowledge, teaching practices, and reflective processes.” 2009. Doctoral Dissertation, Florida Atlantic University. Accessed July 03, 2020. http://purl.flvc.org/FAU/221953.

MLA Handbook (7th Edition):

Somers, Judy L. “Using concept maps to explore preservice teachers' perceptions of science content knowledge, teaching practices, and reflective processes.” 2009. Web. 03 Jul 2020.

Vancouver:

Somers JL. Using concept maps to explore preservice teachers' perceptions of science content knowledge, teaching practices, and reflective processes. [Internet] [Doctoral dissertation]. Florida Atlantic University; 2009. [cited 2020 Jul 03]. Available from: http://purl.flvc.org/FAU/221953.

Council of Science Editors:

Somers JL. Using concept maps to explore preservice teachers' perceptions of science content knowledge, teaching practices, and reflective processes. [Doctoral Dissertation]. Florida Atlantic University; 2009. Available from: http://purl.flvc.org/FAU/221953


University of Texas – Austin

29. Wick, Jennifer Bernadette, 1971-. Enhancing young readers' oral reading fluency and metacognitive sophistication : evaluating the effectiveness of a computer mediated self-monitoring literacy tool.

Degree: PhD, Educational Psychology, 2006, University of Texas – Austin

 The purpose of this study was to evaluate the effectiveness of an innovative program that involved the use of a metacognitive self-monitoring checklist and computer… (more)

Subjects/Keywords: Oral reading – Study and teaching (Elementary) – Audio-visual aids – Evaluation; Metacognition in children; Reading comprehension – Study and teaching (Elementary)

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Wick, Jennifer Bernadette, 1. (2006). Enhancing young readers' oral reading fluency and metacognitive sophistication : evaluating the effectiveness of a computer mediated self-monitoring literacy tool. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/13117

Chicago Manual of Style (16th Edition):

Wick, Jennifer Bernadette, 1971-. “Enhancing young readers' oral reading fluency and metacognitive sophistication : evaluating the effectiveness of a computer mediated self-monitoring literacy tool.” 2006. Doctoral Dissertation, University of Texas – Austin. Accessed July 03, 2020. http://hdl.handle.net/2152/13117.

MLA Handbook (7th Edition):

Wick, Jennifer Bernadette, 1971-. “Enhancing young readers' oral reading fluency and metacognitive sophistication : evaluating the effectiveness of a computer mediated self-monitoring literacy tool.” 2006. Web. 03 Jul 2020.

Vancouver:

Wick, Jennifer Bernadette 1. Enhancing young readers' oral reading fluency and metacognitive sophistication : evaluating the effectiveness of a computer mediated self-monitoring literacy tool. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2006. [cited 2020 Jul 03]. Available from: http://hdl.handle.net/2152/13117.

Council of Science Editors:

Wick, Jennifer Bernadette 1. Enhancing young readers' oral reading fluency and metacognitive sophistication : evaluating the effectiveness of a computer mediated self-monitoring literacy tool. [Doctoral Dissertation]. University of Texas – Austin; 2006. Available from: http://hdl.handle.net/2152/13117

30. Minier, Pauline. Savoir métacognitf relatif à la production divergente et impact sur le concept de soi, chez des doués du primaire.

Degree: Mémoire, Programmes d'études de cycles supérieurs en éducation (maîtrise, DESS et programmes courts), 1989, Université du Québec à Chicoutimi

 L'objet de la présente recherche réalisée auprès d'élèves "doués et talentueux" est d'essayer de cerner dans quelle mesure peut être stimulé l'avènement d'un savoir métacognitif… (more)

Subjects/Keywords: Enfants surdoués – Enseignement primaire; Métacognition chez l'enfant; Pensée divergente; Perception de soi chez l'enfant; Gifted children – Education (Elementary); Metacognition in children; Divergent thinking; Self-perception in children; CONCEPT; DIVERGENT; DOUE; EDUCATION; EFFET; ELEVE; ENFANT; ESTIME; HABILETE; IMPACT; INFLUENCE; METACOGNITIF; METACOGNITION; PENSEE; PRIMAIRE; PRODUCTION; SAVOIR; SOI; STIMULATION; SURDOUE; TALENTUEUX; THESE

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APA (6th Edition):

Minier, P. (1989). Savoir métacognitf relatif à la production divergente et impact sur le concept de soi, chez des doués du primaire. (Thesis). Université du Québec à Chicoutimi. Retrieved from http://www.collectionscanada.gc.ca/obj/thesescanada/vol2/QCU/TC-QCU-1592.pdf ; http://constellation.uqac.ca/1592/1/1458258.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Minier, Pauline. “Savoir métacognitf relatif à la production divergente et impact sur le concept de soi, chez des doués du primaire.” 1989. Thesis, Université du Québec à Chicoutimi. Accessed July 03, 2020. http://www.collectionscanada.gc.ca/obj/thesescanada/vol2/QCU/TC-QCU-1592.pdf ; http://constellation.uqac.ca/1592/1/1458258.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Minier, Pauline. “Savoir métacognitf relatif à la production divergente et impact sur le concept de soi, chez des doués du primaire.” 1989. Web. 03 Jul 2020.

Vancouver:

Minier P. Savoir métacognitf relatif à la production divergente et impact sur le concept de soi, chez des doués du primaire. [Internet] [Thesis]. Université du Québec à Chicoutimi; 1989. [cited 2020 Jul 03]. Available from: http://www.collectionscanada.gc.ca/obj/thesescanada/vol2/QCU/TC-QCU-1592.pdf ; http://constellation.uqac.ca/1592/1/1458258.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Minier P. Savoir métacognitf relatif à la production divergente et impact sur le concept de soi, chez des doués du primaire. [Thesis]. Université du Québec à Chicoutimi; 1989. Available from: http://www.collectionscanada.gc.ca/obj/thesescanada/vol2/QCU/TC-QCU-1592.pdf ; http://constellation.uqac.ca/1592/1/1458258.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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