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You searched for subject:(Metacognition). Showing records 1 – 30 of 721 total matches.

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University of Georgia

1. Wilson, Catherine Langille. Teachers' perceptions of the impact of action research on metacognitive development.

Degree: EdD, Educational Leadership, 2007, University of Georgia

 The purpose of this study was to identify teachers’ perceptions of the impact of action research on metacognitive development. This study was guided by the… (more)

Subjects/Keywords: Metacognition

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APA (6th Edition):

Wilson, C. L. (2007). Teachers' perceptions of the impact of action research on metacognitive development. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/wilson_catherine_l_200712_edd

Chicago Manual of Style (16th Edition):

Wilson, Catherine Langille. “Teachers' perceptions of the impact of action research on metacognitive development.” 2007. Doctoral Dissertation, University of Georgia. Accessed April 23, 2019. http://purl.galileo.usg.edu/uga_etd/wilson_catherine_l_200712_edd.

MLA Handbook (7th Edition):

Wilson, Catherine Langille. “Teachers' perceptions of the impact of action research on metacognitive development.” 2007. Web. 23 Apr 2019.

Vancouver:

Wilson CL. Teachers' perceptions of the impact of action research on metacognitive development. [Internet] [Doctoral dissertation]. University of Georgia; 2007. [cited 2019 Apr 23]. Available from: http://purl.galileo.usg.edu/uga_etd/wilson_catherine_l_200712_edd.

Council of Science Editors:

Wilson CL. Teachers' perceptions of the impact of action research on metacognitive development. [Doctoral Dissertation]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/wilson_catherine_l_200712_edd


University of Georgia

2. Foote, Allison Lynn. "Play it again": a new method for testing metacognition in animals.

Degree: PhD, Psychology, 2010, University of Georgia

 Putative metacognition data in animals may be explained by non-metacognition models (e.g., stimulus generalization; Smith et al., 2008). The objective of the present study was… (more)

Subjects/Keywords: Metacognition

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APA (6th Edition):

Foote, A. L. (2010). "Play it again": a new method for testing metacognition in animals. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/foote_allison_l_201005_phd

Chicago Manual of Style (16th Edition):

Foote, Allison Lynn. “"Play it again": a new method for testing metacognition in animals.” 2010. Doctoral Dissertation, University of Georgia. Accessed April 23, 2019. http://purl.galileo.usg.edu/uga_etd/foote_allison_l_201005_phd.

MLA Handbook (7th Edition):

Foote, Allison Lynn. “"Play it again": a new method for testing metacognition in animals.” 2010. Web. 23 Apr 2019.

Vancouver:

Foote AL. "Play it again": a new method for testing metacognition in animals. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2019 Apr 23]. Available from: http://purl.galileo.usg.edu/uga_etd/foote_allison_l_201005_phd.

Council of Science Editors:

Foote AL. "Play it again": a new method for testing metacognition in animals. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/foote_allison_l_201005_phd


University of Edinburgh

3. Tran, Cathy. Alcohol Consumption in Students.

Degree: 2010, University of Edinburgh

 Drinking behaviour among university students is a serious public health concern. Reasons for drinking are complex and many factors contribute to this behaviour. Previous research… (more)

Subjects/Keywords: alcohol; metacognition

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APA (6th Edition):

Tran, C. (2010). Alcohol Consumption in Students. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/4996

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):

Tran, Cathy. “Alcohol Consumption in Students.” 2010. Thesis, University of Edinburgh. Accessed April 23, 2019. http://hdl.handle.net/1842/4996.

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

MLA Handbook (7th Edition):

Tran, Cathy. “Alcohol Consumption in Students.” 2010. Web. 23 Apr 2019.

Vancouver:

Tran C. Alcohol Consumption in Students. [Internet] [Thesis]. University of Edinburgh; 2010. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1842/4996.

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

Council of Science Editors:

Tran C. Alcohol Consumption in Students. [Thesis]. University of Edinburgh; 2010. Available from: http://hdl.handle.net/1842/4996

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


University of Georgia

4. Spink, Ashley Vance. The emergence of metacognition: an argument for the existence of god.

Degree: MA, Religion, 2006, University of Georgia

 The purpose of this thesis is to present an argument for the existence of God. The thesis presents this argument by first exploring the position… (more)

Subjects/Keywords: Metacognition

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APA (6th Edition):

Spink, A. V. (2006). The emergence of metacognition: an argument for the existence of god. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/spink_ashley_v_200612_ma

Chicago Manual of Style (16th Edition):

Spink, Ashley Vance. “The emergence of metacognition: an argument for the existence of god.” 2006. Masters Thesis, University of Georgia. Accessed April 23, 2019. http://purl.galileo.usg.edu/uga_etd/spink_ashley_v_200612_ma.

MLA Handbook (7th Edition):

Spink, Ashley Vance. “The emergence of metacognition: an argument for the existence of god.” 2006. Web. 23 Apr 2019.

Vancouver:

Spink AV. The emergence of metacognition: an argument for the existence of god. [Internet] [Masters thesis]. University of Georgia; 2006. [cited 2019 Apr 23]. Available from: http://purl.galileo.usg.edu/uga_etd/spink_ashley_v_200612_ma.

Council of Science Editors:

Spink AV. The emergence of metacognition: an argument for the existence of god. [Masters Thesis]. University of Georgia; 2006. Available from: http://purl.galileo.usg.edu/uga_etd/spink_ashley_v_200612_ma


University of Hong Kong

5. Wong, Chi-wing, Cary. Effect of hypnosis on metacognitive awareness of information processing.

Degree: Master of Social Sciences, 2016, University of Hong Kong

Metacognition refers to the ability of an individual to reflect upon, understand, and control one’s learning. Researchers suggested that metacognitive awareness could be affected by… (more)

Subjects/Keywords: Metacognition; Hypnotism

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APA (6th Edition):

Wong, Chi-wing, C. (2016). Effect of hypnosis on metacognitive awareness of information processing. (Masters Thesis). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/252019

Chicago Manual of Style (16th Edition):

Wong, Chi-wing, Cary. “Effect of hypnosis on metacognitive awareness of information processing.” 2016. Masters Thesis, University of Hong Kong. Accessed April 23, 2019. http://hdl.handle.net/10722/252019.

MLA Handbook (7th Edition):

Wong, Chi-wing, Cary. “Effect of hypnosis on metacognitive awareness of information processing.” 2016. Web. 23 Apr 2019.

Vancouver:

Wong, Chi-wing C. Effect of hypnosis on metacognitive awareness of information processing. [Internet] [Masters thesis]. University of Hong Kong; 2016. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10722/252019.

Council of Science Editors:

Wong, Chi-wing C. Effect of hypnosis on metacognitive awareness of information processing. [Masters Thesis]. University of Hong Kong; 2016. Available from: http://hdl.handle.net/10722/252019


University of Manchester

6. Capobianco, Lora. Metacognition, Stress & Recovery.

Degree: 2017, University of Manchester

 The thesis explored the role of metacognition, worry and rumination in stress and recovery and is grounded in the Self-Regulatory Executive (S-REF: Wells and Matthews,… (more)

Subjects/Keywords: stress; metacognition

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APA (6th Edition):

Capobianco, L. (2017). Metacognition, Stress & Recovery. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:307545

Chicago Manual of Style (16th Edition):

Capobianco, Lora. “Metacognition, Stress & Recovery.” 2017. Doctoral Dissertation, University of Manchester. Accessed April 23, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:307545.

MLA Handbook (7th Edition):

Capobianco, Lora. “Metacognition, Stress & Recovery.” 2017. Web. 23 Apr 2019.

Vancouver:

Capobianco L. Metacognition, Stress & Recovery. [Internet] [Doctoral dissertation]. University of Manchester; 2017. [cited 2019 Apr 23]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:307545.

Council of Science Editors:

Capobianco L. Metacognition, Stress & Recovery. [Doctoral Dissertation]. University of Manchester; 2017. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:307545


University of Manchester

7. Capobianco, Lora. Metacognition, stress & recovery.

Degree: PhD, 2017, University of Manchester

 The thesis explored the role of metacognition, worry and rumination in stress and recovery and is grounded in the Self-Regulatory Executive (S-REF: Wells and Matthews,… (more)

Subjects/Keywords: metacognition; stress

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

APA (6th Edition):

Capobianco, L. (2017). Metacognition, stress & recovery. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/metacognition-stress – recovery(0992ac93-5bc4-4937-a758-5f0137f827c1).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.740295

Chicago Manual of Style (16th Edition):

Capobianco, Lora. “Metacognition, stress & recovery.” 2017. Doctoral Dissertation, University of Manchester. Accessed April 23, 2019. https://www.research.manchester.ac.uk/portal/en/theses/metacognition-stress – recovery(0992ac93-5bc4-4937-a758-5f0137f827c1).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.740295.

MLA Handbook (7th Edition):

Capobianco, Lora. “Metacognition, stress & recovery.” 2017. Web. 23 Apr 2019.

Vancouver:

Capobianco L. Metacognition, stress & recovery. [Internet] [Doctoral dissertation]. University of Manchester; 2017. [cited 2019 Apr 23]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/metacognition-stress – recovery(0992ac93-5bc4-4937-a758-5f0137f827c1).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.740295.

Council of Science Editors:

Capobianco L. Metacognition, stress & recovery. [Doctoral Dissertation]. University of Manchester; 2017. Available from: https://www.research.manchester.ac.uk/portal/en/theses/metacognition-stress – recovery(0992ac93-5bc4-4937-a758-5f0137f827c1).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.740295


Oregon State University

8. Carr, Maureen Sherry. A comparison of the metacognitive behaviors of field independent and field dependent pre-service teachers.

Degree: PhD, Education, 1990, Oregon State University

 Research studies indicated that differences in cognitive processing style influence individual behavior on various types of tasks. This study investigated the effect of the cognitive… (more)

Subjects/Keywords: Metacognition

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APA (6th Edition):

Carr, M. S. (1990). A comparison of the metacognitive behaviors of field independent and field dependent pre-service teachers. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/37924

Chicago Manual of Style (16th Edition):

Carr, Maureen Sherry. “A comparison of the metacognitive behaviors of field independent and field dependent pre-service teachers.” 1990. Doctoral Dissertation, Oregon State University. Accessed April 23, 2019. http://hdl.handle.net/1957/37924.

MLA Handbook (7th Edition):

Carr, Maureen Sherry. “A comparison of the metacognitive behaviors of field independent and field dependent pre-service teachers.” 1990. Web. 23 Apr 2019.

Vancouver:

Carr MS. A comparison of the metacognitive behaviors of field independent and field dependent pre-service teachers. [Internet] [Doctoral dissertation]. Oregon State University; 1990. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1957/37924.

Council of Science Editors:

Carr MS. A comparison of the metacognitive behaviors of field independent and field dependent pre-service teachers. [Doctoral Dissertation]. Oregon State University; 1990. Available from: http://hdl.handle.net/1957/37924


IUPUI

9. Davis, Beshaun J. Making Meaning in the Presence of Sub-threshold Psychotic Symptoms: An Investigation of Metacognitive Capacity in Psychometric Schizotypy.

Degree: 2016, IUPUI

Indiana University-Purdue University Indianapolis (IUPUI)

Schizophrenia is a complex and debilitating mental disorder characterized by a myriad of symptoms that affect multiple aspects of functioning.… (more)

Subjects/Keywords: Schizotypy; Metacognition

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APA (6th Edition):

Davis, B. J. (2016). Making Meaning in the Presence of Sub-threshold Psychotic Symptoms: An Investigation of Metacognitive Capacity in Psychometric Schizotypy. (Thesis). IUPUI. Retrieved from http://hdl.handle.net/1805/10799 ; http://dx.doi.org/10.7912/C2QW2P

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):

Davis, Beshaun J. “Making Meaning in the Presence of Sub-threshold Psychotic Symptoms: An Investigation of Metacognitive Capacity in Psychometric Schizotypy.” 2016. Thesis, IUPUI. Accessed April 23, 2019. http://hdl.handle.net/1805/10799 ; http://dx.doi.org/10.7912/C2QW2P.

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

MLA Handbook (7th Edition):

Davis, Beshaun J. “Making Meaning in the Presence of Sub-threshold Psychotic Symptoms: An Investigation of Metacognitive Capacity in Psychometric Schizotypy.” 2016. Web. 23 Apr 2019.

Vancouver:

Davis BJ. Making Meaning in the Presence of Sub-threshold Psychotic Symptoms: An Investigation of Metacognitive Capacity in Psychometric Schizotypy. [Internet] [Thesis]. IUPUI; 2016. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1805/10799 ; http://dx.doi.org/10.7912/C2QW2P.

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

Council of Science Editors:

Davis BJ. Making Meaning in the Presence of Sub-threshold Psychotic Symptoms: An Investigation of Metacognitive Capacity in Psychometric Schizotypy. [Thesis]. IUPUI; 2016. Available from: http://hdl.handle.net/1805/10799 ; http://dx.doi.org/10.7912/C2QW2P

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


University of Edinburgh

10. Clark, Ailsa. Alcohol Consumption in University Students: The Relationship Between Personality and Metacognition in Relation to Drinking.

Degree: 2010, University of Edinburgh

 There are growing concerns over the heavy drinking found in university students in the UK. Metacognitions; the cognitive processes that oversee, monitor and control, cognition,… (more)

Subjects/Keywords: Metacognition; Personality; Alcohol

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APA (6th Edition):

Clark, A. (2010). Alcohol Consumption in University Students: The Relationship Between Personality and Metacognition in Relation to Drinking. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/4976

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):

Clark, Ailsa. “Alcohol Consumption in University Students: The Relationship Between Personality and Metacognition in Relation to Drinking.” 2010. Thesis, University of Edinburgh. Accessed April 23, 2019. http://hdl.handle.net/1842/4976.

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

MLA Handbook (7th Edition):

Clark, Ailsa. “Alcohol Consumption in University Students: The Relationship Between Personality and Metacognition in Relation to Drinking.” 2010. Web. 23 Apr 2019.

Vancouver:

Clark A. Alcohol Consumption in University Students: The Relationship Between Personality and Metacognition in Relation to Drinking. [Internet] [Thesis]. University of Edinburgh; 2010. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1842/4976.

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

Council of Science Editors:

Clark A. Alcohol Consumption in University Students: The Relationship Between Personality and Metacognition in Relation to Drinking. [Thesis]. University of Edinburgh; 2010. Available from: http://hdl.handle.net/1842/4976

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


Texas A&M University

11. Miller, Tyler. Using Subjective Confidence to Improve Metacognitive Monitoring Accuracy and Control.

Degree: 2012, Texas A&M University

Metacognition is defined as a person's awareness of the capabilities and vulnerabilities of their own cognition and also encompasses the actions that a person takes… (more)

Subjects/Keywords: Metacognition; Confidence; Overconfidence

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APA (6th Edition):

Miller, T. (2012). Using Subjective Confidence to Improve Metacognitive Monitoring Accuracy and Control. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11610

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):

Miller, Tyler. “Using Subjective Confidence to Improve Metacognitive Monitoring Accuracy and Control.” 2012. Thesis, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11610.

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

MLA Handbook (7th Edition):

Miller, Tyler. “Using Subjective Confidence to Improve Metacognitive Monitoring Accuracy and Control.” 2012. Web. 23 Apr 2019.

Vancouver:

Miller T. Using Subjective Confidence to Improve Metacognitive Monitoring Accuracy and Control. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11610.

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

Council of Science Editors:

Miller T. Using Subjective Confidence to Improve Metacognitive Monitoring Accuracy and Control. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11610

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


California State University – Sacramento

12. Hayes, Christopher Michael. Metacognition in the composition classroom: What are instructors doing to help students regulate their use of metacognitive strategies.

Degree: MA, English (Composition, 2017, California State University – Sacramento

 In the fall of the 2016 academic year, I conducted a study that examined what composition instructors were doing to teach students to regulate their… (more)

Subjects/Keywords: Metacognition; Composition; Instructors

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APA (6th Edition):

Hayes, C. M. (2017). Metacognition in the composition classroom: What are instructors doing to help students regulate their use of metacognitive strategies. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/195829

Chicago Manual of Style (16th Edition):

Hayes, Christopher Michael. “Metacognition in the composition classroom: What are instructors doing to help students regulate their use of metacognitive strategies.” 2017. Masters Thesis, California State University – Sacramento. Accessed April 23, 2019. http://hdl.handle.net/10211.3/195829.

MLA Handbook (7th Edition):

Hayes, Christopher Michael. “Metacognition in the composition classroom: What are instructors doing to help students regulate their use of metacognitive strategies.” 2017. Web. 23 Apr 2019.

Vancouver:

Hayes CM. Metacognition in the composition classroom: What are instructors doing to help students regulate their use of metacognitive strategies. [Internet] [Masters thesis]. California State University – Sacramento; 2017. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10211.3/195829.

Council of Science Editors:

Hayes CM. Metacognition in the composition classroom: What are instructors doing to help students regulate their use of metacognitive strategies. [Masters Thesis]. California State University – Sacramento; 2017. Available from: http://hdl.handle.net/10211.3/195829


Oklahoma State University

13. Pope, Kansas Conrady. Metacognitive Development in a College-level Geometry Course for Pre-service Elementary Teachers: a Case Study.

Degree: School of Teaching and Curriculum Leadership, 2011, Oklahoma State University

 The purpose of this mixed methods naturalistic inquiry study was to develop a better understanding of how metacognitive development is embedded in an inquiry-based college… (more)

Subjects/Keywords: metacognition; thinking skills

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APA (6th Edition):

Pope, K. C. (2011). Metacognitive Development in a College-level Geometry Course for Pre-service Elementary Teachers: a Case Study. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/7537

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):

Pope, Kansas Conrady. “Metacognitive Development in a College-level Geometry Course for Pre-service Elementary Teachers: a Case Study.” 2011. Thesis, Oklahoma State University. Accessed April 23, 2019. http://hdl.handle.net/11244/7537.

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

MLA Handbook (7th Edition):

Pope, Kansas Conrady. “Metacognitive Development in a College-level Geometry Course for Pre-service Elementary Teachers: a Case Study.” 2011. Web. 23 Apr 2019.

Vancouver:

Pope KC. Metacognitive Development in a College-level Geometry Course for Pre-service Elementary Teachers: a Case Study. [Internet] [Thesis]. Oklahoma State University; 2011. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/11244/7537.

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

Council of Science Editors:

Pope KC. Metacognitive Development in a College-level Geometry Course for Pre-service Elementary Teachers: a Case Study. [Thesis]. Oklahoma State University; 2011. Available from: http://hdl.handle.net/11244/7537

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


University of Alberta

14. Hutchison, Marnie Lenore. Executive Function Strategies used by Children and Adolescents with Fetal Alcohol Spectrum Disorder.

Degree: MEd, Department of Educational Psychology, 2011, University of Alberta

 The outcomes associated with prenatal alcohol exposure (PAE) are profound, affecting many aspects of cognitive, behavioural, and social development that can be seen in the… (more)

Subjects/Keywords: FASD; strategies; metacognition; executive function

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APA (6th Edition):

Hutchison, M. L. (2011). Executive Function Strategies used by Children and Adolescents with Fetal Alcohol Spectrum Disorder. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/2514nm24n

Chicago Manual of Style (16th Edition):

Hutchison, Marnie Lenore. “Executive Function Strategies used by Children and Adolescents with Fetal Alcohol Spectrum Disorder.” 2011. Masters Thesis, University of Alberta. Accessed April 23, 2019. https://era.library.ualberta.ca/files/2514nm24n.

MLA Handbook (7th Edition):

Hutchison, Marnie Lenore. “Executive Function Strategies used by Children and Adolescents with Fetal Alcohol Spectrum Disorder.” 2011. Web. 23 Apr 2019.

Vancouver:

Hutchison ML. Executive Function Strategies used by Children and Adolescents with Fetal Alcohol Spectrum Disorder. [Internet] [Masters thesis]. University of Alberta; 2011. [cited 2019 Apr 23]. Available from: https://era.library.ualberta.ca/files/2514nm24n.

Council of Science Editors:

Hutchison ML. Executive Function Strategies used by Children and Adolescents with Fetal Alcohol Spectrum Disorder. [Masters Thesis]. University of Alberta; 2011. Available from: https://era.library.ualberta.ca/files/2514nm24n


University of Alberta

15. Leung, Wing Sze Wence. Short and long term effect of neurofeedback and metacognitive training on children’s Attention Deficit/Hyperactivity Disorder symptoms.

Degree: MEd, Department of Educational Psychology, 2011, University of Alberta

 This study consists of two parts: evaluating both the short- (part one) and long- term (part two) impact of a 40-session combined neurofeedback and metacognitive… (more)

Subjects/Keywords: metacognition; effectiveness; ADHD; neurofeedback

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APA (6th Edition):

Leung, W. S. W. (2011). Short and long term effect of neurofeedback and metacognitive training on children’s Attention Deficit/Hyperactivity Disorder symptoms. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/pr76f495c

Chicago Manual of Style (16th Edition):

Leung, Wing Sze Wence. “Short and long term effect of neurofeedback and metacognitive training on children’s Attention Deficit/Hyperactivity Disorder symptoms.” 2011. Masters Thesis, University of Alberta. Accessed April 23, 2019. https://era.library.ualberta.ca/files/pr76f495c.

MLA Handbook (7th Edition):

Leung, Wing Sze Wence. “Short and long term effect of neurofeedback and metacognitive training on children’s Attention Deficit/Hyperactivity Disorder symptoms.” 2011. Web. 23 Apr 2019.

Vancouver:

Leung WSW. Short and long term effect of neurofeedback and metacognitive training on children’s Attention Deficit/Hyperactivity Disorder symptoms. [Internet] [Masters thesis]. University of Alberta; 2011. [cited 2019 Apr 23]. Available from: https://era.library.ualberta.ca/files/pr76f495c.

Council of Science Editors:

Leung WSW. Short and long term effect of neurofeedback and metacognitive training on children’s Attention Deficit/Hyperactivity Disorder symptoms. [Masters Thesis]. University of Alberta; 2011. Available from: https://era.library.ualberta.ca/files/pr76f495c


Texas A&M University

16. Seifert, Kathryn A. The Impact of a Metacognitive Reflection Component in a Problem-Based Learning Unit.

Degree: 2010, Texas A&M University

 This mixed methods dissertation explores the impact of metacognitive support (reflective journal entries and a think-aloud exercise) in a PBL (problem-based learning) unit. While students… (more)

Subjects/Keywords: Problem-Based Learning; Metacognition; Reflection

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APA (6th Edition):

Seifert, K. A. (2010). The Impact of a Metacognitive Reflection Component in a Problem-Based Learning Unit. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2008-08-30

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):

Seifert, Kathryn A. “The Impact of a Metacognitive Reflection Component in a Problem-Based Learning Unit.” 2010. Thesis, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2008-08-30.

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

MLA Handbook (7th Edition):

Seifert, Kathryn A. “The Impact of a Metacognitive Reflection Component in a Problem-Based Learning Unit.” 2010. Web. 23 Apr 2019.

Vancouver:

Seifert KA. The Impact of a Metacognitive Reflection Component in a Problem-Based Learning Unit. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2008-08-30.

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

Council of Science Editors:

Seifert KA. The Impact of a Metacognitive Reflection Component in a Problem-Based Learning Unit. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2008-08-30

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


University of Newcastle upon Tyne

17. O'Neill, Michael John. The use of a thinking skills approach to aid the learning of difficult concepts in physics education.

Degree: Thesis (EdD), 2002, University of Newcastle upon Tyne

 This thesis, 'The Use of a Thinking Skills Approach to aid the Learning of Difficult Concepts in Physics Education', addresses the use and subsequent effect… (more)

Subjects/Keywords: 530; Metacognition

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APA (6th Edition):

O'Neill, M. J. (2002). The use of a thinking skills approach to aid the learning of difficult concepts in physics education. (Doctoral Dissertation). University of Newcastle upon Tyne. Retrieved from http://hdl.handle.net/10443/2686

Chicago Manual of Style (16th Edition):

O'Neill, Michael John. “The use of a thinking skills approach to aid the learning of difficult concepts in physics education.” 2002. Doctoral Dissertation, University of Newcastle upon Tyne. Accessed April 23, 2019. http://hdl.handle.net/10443/2686.

MLA Handbook (7th Edition):

O'Neill, Michael John. “The use of a thinking skills approach to aid the learning of difficult concepts in physics education.” 2002. Web. 23 Apr 2019.

Vancouver:

O'Neill MJ. The use of a thinking skills approach to aid the learning of difficult concepts in physics education. [Internet] [Doctoral dissertation]. University of Newcastle upon Tyne; 2002. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10443/2686.

Council of Science Editors:

O'Neill MJ. The use of a thinking skills approach to aid the learning of difficult concepts in physics education. [Doctoral Dissertation]. University of Newcastle upon Tyne; 2002. Available from: http://hdl.handle.net/10443/2686


University of Hong Kong

18. Chow, Ka-wai. Metacognitive beliefs and adolescents' mental health.

Degree: PhD, 2016, University of Hong Kong

 Adolescents are at a greater risk of developing depression than most other age group, and negative consequences are associated with the early onset of this… (more)

Subjects/Keywords: Metacognition; Teenagers - Mental health

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APA (6th Edition):

Chow, K. (2016). Metacognitive beliefs and adolescents' mental health. (Doctoral Dissertation). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/238879

Chicago Manual of Style (16th Edition):

Chow, Ka-wai. “Metacognitive beliefs and adolescents' mental health.” 2016. Doctoral Dissertation, University of Hong Kong. Accessed April 23, 2019. http://hdl.handle.net/10722/238879.

MLA Handbook (7th Edition):

Chow, Ka-wai. “Metacognitive beliefs and adolescents' mental health.” 2016. Web. 23 Apr 2019.

Vancouver:

Chow K. Metacognitive beliefs and adolescents' mental health. [Internet] [Doctoral dissertation]. University of Hong Kong; 2016. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10722/238879.

Council of Science Editors:

Chow K. Metacognitive beliefs and adolescents' mental health. [Doctoral Dissertation]. University of Hong Kong; 2016. Available from: http://hdl.handle.net/10722/238879


University of Hong Kong

19. Wang, Jing. Analysing synergies between assessment and metacognitive knowledge : case studies of three award-winning university teachers' design and implementation of assessment in Hong Kong.

Degree: PhD, 2017, University of Hong Kong

 This thesis sets out to explore the relationship between assessment and metacognitive knowledge (MK) in one Hong Kong university setting. It examines how assessment stimulates… (more)

Subjects/Keywords: Metacognition; Academic achievement - Evaluation

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APA (6th Edition):

Wang, J. (2017). Analysing synergies between assessment and metacognitive knowledge : case studies of three award-winning university teachers' design and implementation of assessment in Hong Kong. (Doctoral Dissertation). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/249863

Chicago Manual of Style (16th Edition):

Wang, Jing. “Analysing synergies between assessment and metacognitive knowledge : case studies of three award-winning university teachers' design and implementation of assessment in Hong Kong.” 2017. Doctoral Dissertation, University of Hong Kong. Accessed April 23, 2019. http://hdl.handle.net/10722/249863.

MLA Handbook (7th Edition):

Wang, Jing. “Analysing synergies between assessment and metacognitive knowledge : case studies of three award-winning university teachers' design and implementation of assessment in Hong Kong.” 2017. Web. 23 Apr 2019.

Vancouver:

Wang J. Analysing synergies between assessment and metacognitive knowledge : case studies of three award-winning university teachers' design and implementation of assessment in Hong Kong. [Internet] [Doctoral dissertation]. University of Hong Kong; 2017. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10722/249863.

Council of Science Editors:

Wang J. Analysing synergies between assessment and metacognitive knowledge : case studies of three award-winning university teachers' design and implementation of assessment in Hong Kong. [Doctoral Dissertation]. University of Hong Kong; 2017. Available from: http://hdl.handle.net/10722/249863


University of Hong Kong

20. Lau, Sin-ki. Metacognition, coping styles and social functioning in psychosis patients.

Degree: Master of Social Sciences, 2016, University of Hong Kong

Despite pharmacological and psychological intervention for schizophrenic patients that had developed for a few decades, only 13.7% of the patients could attain functional remission. Current… (more)

Subjects/Keywords: Psychoses; Metacognition; Adjustment (Psychology)

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APA (6th Edition):

Lau, S. (2016). Metacognition, coping styles and social functioning in psychosis patients. (Masters Thesis). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/252015

Chicago Manual of Style (16th Edition):

Lau, Sin-ki. “Metacognition, coping styles and social functioning in psychosis patients.” 2016. Masters Thesis, University of Hong Kong. Accessed April 23, 2019. http://hdl.handle.net/10722/252015.

MLA Handbook (7th Edition):

Lau, Sin-ki. “Metacognition, coping styles and social functioning in psychosis patients.” 2016. Web. 23 Apr 2019.

Vancouver:

Lau S. Metacognition, coping styles and social functioning in psychosis patients. [Internet] [Masters thesis]. University of Hong Kong; 2016. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10722/252015.

Council of Science Editors:

Lau S. Metacognition, coping styles and social functioning in psychosis patients. [Masters Thesis]. University of Hong Kong; 2016. Available from: http://hdl.handle.net/10722/252015


University of Waterloo

21. Dunn, Timothy. On the Determinants of Effort.

Degree: 2017, University of Waterloo

 That humans configure their behaviors in ways to avoid effortful actions is undoubtedly one of the most pervasive hypotheses put forth to account for a… (more)

Subjects/Keywords: effort; decision making; metacognition

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APA (6th Edition):

Dunn, T. (2017). On the Determinants of Effort. (Thesis). University of Waterloo. Retrieved from http://hdl.handle.net/10012/12044

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):

Dunn, Timothy. “On the Determinants of Effort.” 2017. Thesis, University of Waterloo. Accessed April 23, 2019. http://hdl.handle.net/10012/12044.

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

MLA Handbook (7th Edition):

Dunn, Timothy. “On the Determinants of Effort.” 2017. Web. 23 Apr 2019.

Vancouver:

Dunn T. On the Determinants of Effort. [Internet] [Thesis]. University of Waterloo; 2017. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10012/12044.

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

Council of Science Editors:

Dunn T. On the Determinants of Effort. [Thesis]. University of Waterloo; 2017. Available from: http://hdl.handle.net/10012/12044

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

22. Nichols, Preston. Effects of Mathematics Instruction with a Focus on Meta-cognition and Number Sense .

Degree: 2013, California State University – San Marcos

 The question posed by this study is whether math instruction with a focus on meta-cognition and number sense can raise achievement, especially for students who… (more)

Subjects/Keywords: mathematics; metacognition; number sense

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APA (6th Edition):

Nichols, P. (2013). Effects of Mathematics Instruction with a Focus on Meta-cognition and Number Sense . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/352

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):

Nichols, Preston. “Effects of Mathematics Instruction with a Focus on Meta-cognition and Number Sense .” 2013. Thesis, California State University – San Marcos. Accessed April 23, 2019. http://hdl.handle.net/10211.8/352.

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

MLA Handbook (7th Edition):

Nichols, Preston. “Effects of Mathematics Instruction with a Focus on Meta-cognition and Number Sense .” 2013. Web. 23 Apr 2019.

Vancouver:

Nichols P. Effects of Mathematics Instruction with a Focus on Meta-cognition and Number Sense . [Internet] [Thesis]. California State University – San Marcos; 2013. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10211.8/352.

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

Council of Science Editors:

Nichols P. Effects of Mathematics Instruction with a Focus on Meta-cognition and Number Sense . [Thesis]. California State University – San Marcos; 2013. Available from: http://hdl.handle.net/10211.8/352

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


Louisiana State University

23. Doyle, Bronwyn Perry. Metacognitive awareness : impact of a metacognitive intervention in a pre-nursing course.

Degree: PhD, Education, 2013, Louisiana State University

 To function effectively as nurses in the evolving, complex healthcare system, nursing students must learn to be skilled thinkers, know how to learn, and know… (more)

Subjects/Keywords: metacognition; self-regulation; reflection

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APA (6th Edition):

Doyle, B. P. (2013). Metacognitive awareness : impact of a metacognitive intervention in a pre-nursing course. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-06252013-154139 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2644

Chicago Manual of Style (16th Edition):

Doyle, Bronwyn Perry. “Metacognitive awareness : impact of a metacognitive intervention in a pre-nursing course.” 2013. Doctoral Dissertation, Louisiana State University. Accessed April 23, 2019. etd-06252013-154139 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2644.

MLA Handbook (7th Edition):

Doyle, Bronwyn Perry. “Metacognitive awareness : impact of a metacognitive intervention in a pre-nursing course.” 2013. Web. 23 Apr 2019.

Vancouver:

Doyle BP. Metacognitive awareness : impact of a metacognitive intervention in a pre-nursing course. [Internet] [Doctoral dissertation]. Louisiana State University; 2013. [cited 2019 Apr 23]. Available from: etd-06252013-154139 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2644.

Council of Science Editors:

Doyle BP. Metacognitive awareness : impact of a metacognitive intervention in a pre-nursing course. [Doctoral Dissertation]. Louisiana State University; 2013. Available from: etd-06252013-154139 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2644


Louisiana State University

24. Wischusen, Sheri Maples. BIOS: a one-week pre-freshman biology "boot camp" as a tool to increase student success and retention in the biological sciences major.

Degree: PhD, Human Resources Management, 2009, Louisiana State University

 The Biology Intensive Orientation for Students (BIOS) Program was designed to assess the impact of a five-day intensive pre-freshman program on success and retention of… (more)

Subjects/Keywords: metacognition; study skills; STEM pipeline

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APA (6th Edition):

Wischusen, S. M. (2009). BIOS: a one-week pre-freshman biology "boot camp" as a tool to increase student success and retention in the biological sciences major. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-03182009-110204 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2482

Chicago Manual of Style (16th Edition):

Wischusen, Sheri Maples. “BIOS: a one-week pre-freshman biology "boot camp" as a tool to increase student success and retention in the biological sciences major.” 2009. Doctoral Dissertation, Louisiana State University. Accessed April 23, 2019. etd-03182009-110204 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2482.

MLA Handbook (7th Edition):

Wischusen, Sheri Maples. “BIOS: a one-week pre-freshman biology "boot camp" as a tool to increase student success and retention in the biological sciences major.” 2009. Web. 23 Apr 2019.

Vancouver:

Wischusen SM. BIOS: a one-week pre-freshman biology "boot camp" as a tool to increase student success and retention in the biological sciences major. [Internet] [Doctoral dissertation]. Louisiana State University; 2009. [cited 2019 Apr 23]. Available from: etd-03182009-110204 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2482.

Council of Science Editors:

Wischusen SM. BIOS: a one-week pre-freshman biology "boot camp" as a tool to increase student success and retention in the biological sciences major. [Doctoral Dissertation]. Louisiana State University; 2009. Available from: etd-03182009-110204 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2482


Montana State University

25. Berghauer, Meridith Ann. Improvement of metacognition skills within high school general chemistry.

Degree: College of Letters & Science, 2017, Montana State University

 Within my science classroom at Germantown High School, students seem to lack the ability, or desire, to evaluate their own understanding of material. These underdeveloped… (more)

Subjects/Keywords: Chemistry.; High school students.; Metacognition.

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APA (6th Edition):

Berghauer, M. A. (2017). Improvement of metacognition skills within high school general chemistry. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13629

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):

Berghauer, Meridith Ann. “Improvement of metacognition skills within high school general chemistry.” 2017. Thesis, Montana State University. Accessed April 23, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13629.

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

MLA Handbook (7th Edition):

Berghauer, Meridith Ann. “Improvement of metacognition skills within high school general chemistry.” 2017. Web. 23 Apr 2019.

Vancouver:

Berghauer MA. Improvement of metacognition skills within high school general chemistry. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Apr 23]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13629.

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

Council of Science Editors:

Berghauer MA. Improvement of metacognition skills within high school general chemistry. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13629

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


Montana State University

26. Clinthorne, Alexander Michael. Detecting ambient pressure.

Degree: College of Arts & Architecture, 2017, Montana State University

 This thesis is a reflection on an experience that I had in a bathtub in 2013 and the following four years of self-introspective research into… (more)

Subjects/Keywords: Installations (Art).; Psychology.; Metacognition.; Storytelling.

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APA (6th Edition):

Clinthorne, A. M. (2017). Detecting ambient pressure. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/14063

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):

Clinthorne, Alexander Michael. “Detecting ambient pressure.” 2017. Thesis, Montana State University. Accessed April 23, 2019. https://scholarworks.montana.edu/xmlui/handle/1/14063.

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

MLA Handbook (7th Edition):

Clinthorne, Alexander Michael. “Detecting ambient pressure.” 2017. Web. 23 Apr 2019.

Vancouver:

Clinthorne AM. Detecting ambient pressure. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Apr 23]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14063.

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

Council of Science Editors:

Clinthorne AM. Detecting ambient pressure. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14063

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


Montana State University

27. Gillespie, Ashley L. Effects of incorporating classroom performance systems with metacognitive and conceptual strategies on the understanding of physical science concepts.

Degree: Graduate School, 2011, Montana State University

 The use of Classroom Performance Systems (CPS) in classrooms has been studied extensively at the postsecondary level. However, there has been little research done at… (more)

Subjects/Keywords: Metacognition.; Student response systems.

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APA (6th Edition):

Gillespie, A. L. (2011). Effects of incorporating classroom performance systems with metacognitive and conceptual strategies on the understanding of physical science concepts. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1333

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):

Gillespie, Ashley L. “Effects of incorporating classroom performance systems with metacognitive and conceptual strategies on the understanding of physical science concepts.” 2011. Thesis, Montana State University. Accessed April 23, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1333.

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

MLA Handbook (7th Edition):

Gillespie, Ashley L. “Effects of incorporating classroom performance systems with metacognitive and conceptual strategies on the understanding of physical science concepts.” 2011. Web. 23 Apr 2019.

Vancouver:

Gillespie AL. Effects of incorporating classroom performance systems with metacognitive and conceptual strategies on the understanding of physical science concepts. [Internet] [Thesis]. Montana State University; 2011. [cited 2019 Apr 23]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1333.

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

Council of Science Editors:

Gillespie AL. Effects of incorporating classroom performance systems with metacognitive and conceptual strategies on the understanding of physical science concepts. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1333

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


University of Victoria

28. Kit, Karen Anne. The influence of memory beliefs in individuals with traumatic brain injury.

Degree: Dept. of Psychology, 2008, University of Victoria

Subjects/Keywords: Metacognition; Memory

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

APA (6th Edition):

Kit, K. A. (2008). The influence of memory beliefs in individuals with traumatic brain injury. (Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/561

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):

Kit, Karen Anne. “The influence of memory beliefs in individuals with traumatic brain injury.” 2008. Thesis, University of Victoria. Accessed April 23, 2019. http://hdl.handle.net/1828/561.

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

MLA Handbook (7th Edition):

Kit, Karen Anne. “The influence of memory beliefs in individuals with traumatic brain injury.” 2008. Web. 23 Apr 2019.

Vancouver:

Kit KA. The influence of memory beliefs in individuals with traumatic brain injury. [Internet] [Thesis]. University of Victoria; 2008. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1828/561.

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

Council of Science Editors:

Kit KA. The influence of memory beliefs in individuals with traumatic brain injury. [Thesis]. University of Victoria; 2008. Available from: http://hdl.handle.net/1828/561

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


University of Victoria

29. Hopp, Grace Annette. A comparison of performance on measures of executive function and metacognition in normal aging and Parkinson's disease.

Degree: Department of Psychology, 2017, University of Victoria

 This study was designed to inform theoretical and clinical understanding of the relation between executive function and metacognition in late adulthood, and to examine the… (more)

Subjects/Keywords: Metacognition; Cognition; Parkinson's disease

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APA (6th Edition):

Hopp, G. A. (2017). A comparison of performance on measures of executive function and metacognition in normal aging and Parkinson's disease. (Thesis). University of Victoria. Retrieved from https://dspace.library.uvic.ca//handle/1828/8735

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):

Hopp, Grace Annette. “A comparison of performance on measures of executive function and metacognition in normal aging and Parkinson's disease.” 2017. Thesis, University of Victoria. Accessed April 23, 2019. https://dspace.library.uvic.ca//handle/1828/8735.

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

MLA Handbook (7th Edition):

Hopp, Grace Annette. “A comparison of performance on measures of executive function and metacognition in normal aging and Parkinson's disease.” 2017. Web. 23 Apr 2019.

Vancouver:

Hopp GA. A comparison of performance on measures of executive function and metacognition in normal aging and Parkinson's disease. [Internet] [Thesis]. University of Victoria; 2017. [cited 2019 Apr 23]. Available from: https://dspace.library.uvic.ca//handle/1828/8735.

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

Council of Science Editors:

Hopp GA. A comparison of performance on measures of executive function and metacognition in normal aging and Parkinson's disease. [Thesis]. University of Victoria; 2017. Available from: https://dspace.library.uvic.ca//handle/1828/8735

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


University of Sydney

30. Crino, Natalie. Metacognition and eating disorders .

Degree: 2014, University of Sydney

 Cognitive theories of emotional disorder maintain that psychological dysfunction is associated with a disturbance in thoughts and beliefs. In contrast, the self-regulatory executive function theory… (more)

Subjects/Keywords: Cognition; Metacognition; Eating disorders

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APA (6th Edition):

Crino, N. (2014). Metacognition and eating disorders . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/12643

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):

Crino, Natalie. “Metacognition and eating disorders .” 2014. Thesis, University of Sydney. Accessed April 23, 2019. http://hdl.handle.net/2123/12643.

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

MLA Handbook (7th Edition):

Crino, Natalie. “Metacognition and eating disorders .” 2014. Web. 23 Apr 2019.

Vancouver:

Crino N. Metacognition and eating disorders . [Internet] [Thesis]. University of Sydney; 2014. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/2123/12643.

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

Council of Science Editors:

Crino N. Metacognition and eating disorders . [Thesis]. University of Sydney; 2014. Available from: http://hdl.handle.net/2123/12643

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

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