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You searched for subject:(Metacognition). Showing records 1 – 30 of 913 total matches.

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University of Edinburgh

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

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 March 04, 2021. 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. 04 Mar 2021.

Vancouver:

Tran C. Alcohol Consumption in Students. [Internet] [Thesis]. University of Edinburgh; 2010. [cited 2021 Mar 04]. 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

2. 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 · 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 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 March 04, 2021. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:307545.

MLA Handbook (7th Edition):

Capobianco, Lora. “Metacognition, Stress & Recovery.” 2017. Web. 04 Mar 2021.

Vancouver:

Capobianco L. Metacognition, Stress & Recovery. [Internet] [Doctoral dissertation]. University of Manchester; 2017. [cited 2021 Mar 04]. 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


Oregon State University

3. 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 March 04, 2021. 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. 04 Mar 2021.

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 2021 Mar 04]. 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


Texas A&M University

4. Sweeney, David Sean. The Effect of Enhanced Navigational Affordances on College Students' Comprehension of Informational Auditory Text, and the Role of Metacognitive and Motivational Factors.

Degree: PhD, Educational Psychology, 2018, Texas A&M University

 A proliferation of natural speech audio texts as well as improvements in synthetic text-to-speech technology have created new opportunities for learners. While many studies have… (more)

Subjects/Keywords: comprehension; audio comprehension; metacognition; affordances; metacognition; motivation

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APA (6th Edition):

Sweeney, D. S. (2018). The Effect of Enhanced Navigational Affordances on College Students' Comprehension of Informational Auditory Text, and the Role of Metacognitive and Motivational Factors. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173942

Chicago Manual of Style (16th Edition):

Sweeney, David Sean. “The Effect of Enhanced Navigational Affordances on College Students' Comprehension of Informational Auditory Text, and the Role of Metacognitive and Motivational Factors.” 2018. Doctoral Dissertation, Texas A&M University. Accessed March 04, 2021. http://hdl.handle.net/1969.1/173942.

MLA Handbook (7th Edition):

Sweeney, David Sean. “The Effect of Enhanced Navigational Affordances on College Students' Comprehension of Informational Auditory Text, and the Role of Metacognitive and Motivational Factors.” 2018. Web. 04 Mar 2021.

Vancouver:

Sweeney DS. The Effect of Enhanced Navigational Affordances on College Students' Comprehension of Informational Auditory Text, and the Role of Metacognitive and Motivational Factors. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/1969.1/173942.

Council of Science Editors:

Sweeney DS. The Effect of Enhanced Navigational Affordances on College Students' Comprehension of Informational Auditory Text, and the Role of Metacognitive and Motivational Factors. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173942


University of Edinburgh

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

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 March 04, 2021. 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. 04 Mar 2021.

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 2021 Mar 04]. 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

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

Degree: PhD, Psychology, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11610

Chicago Manual of Style (16th Edition):

Miller, Tyler. “Using Subjective Confidence to Improve Metacognitive Monitoring Accuracy and Control.” 2012. Doctoral Dissertation, Texas A&M University. Accessed March 04, 2021. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11610.

MLA Handbook (7th Edition):

Miller, Tyler. “Using Subjective Confidence to Improve Metacognitive Monitoring Accuracy and Control.” 2012. Web. 04 Mar 2021.

Vancouver:

Miller T. Using Subjective Confidence to Improve Metacognitive Monitoring Accuracy and Control. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11610.

Council of Science Editors:

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


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: 616.89; metacognition; stress

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 March 04, 2021. 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. 04 Mar 2021.

Vancouver:

Capobianco L. Metacognition, stress & recovery. [Internet] [Doctoral dissertation]. University of Manchester; 2017. [cited 2021 Mar 04]. 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


University of Manchester

8. Kaltsi, Maria. The role of metacognitive beliefs in clinical and non-clinical paranoia.

Degree: 2015, University of Manchester

 This thesis explored the role of metacognitive beliefs in paranoia. The thesis is divided into three sections. Paper 1 presents a review of the current… (more)

Subjects/Keywords: metacognition; paranoia; suspiciousness

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

APA (6th Edition):

Kaltsi, M. (2015). The role of metacognitive beliefs in clinical and non-clinical paranoia. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:274367

Chicago Manual of Style (16th Edition):

Kaltsi, Maria. “The role of metacognitive beliefs in clinical and non-clinical paranoia.” 2015. Doctoral Dissertation, University of Manchester. Accessed March 04, 2021. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:274367.

MLA Handbook (7th Edition):

Kaltsi, Maria. “The role of metacognitive beliefs in clinical and non-clinical paranoia.” 2015. Web. 04 Mar 2021.

Vancouver:

Kaltsi M. The role of metacognitive beliefs in clinical and non-clinical paranoia. [Internet] [Doctoral dissertation]. University of Manchester; 2015. [cited 2021 Mar 04]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:274367.

Council of Science Editors:

Kaltsi M. The role of metacognitive beliefs in clinical and non-clinical paranoia. [Doctoral Dissertation]. University of Manchester; 2015. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:274367


Oklahoma State University

9. Pope, Kansas Conrady. Metacognitive development in a college-level geometry course for pre-service elementary teachers: A case study.

Degree: Education, 2011, Oklahoma State University

 Findings and Conclusions: The analysis of the qualitative data suggests the presence of an underlying classroom structure that promotes the sharing of thinking and importance… (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 March 04, 2021. 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. 04 Mar 2021.

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 2021 Mar 04]. 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 Manchester

10. Kaltsi, Maria. The role of metacognitive beliefs in clinical and non-clinical paranoia.

Degree: Thesis (D.Clin.Psy.), 2015, University of Manchester

 This thesis explored the role of metacognitive beliefs in paranoia. The thesis is divided into three sections. Paper 1 presents a review of the current… (more)

Subjects/Keywords: paranoia; suspiciousness; metacognition

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

APA (6th Edition):

Kaltsi, M. (2015). The role of metacognitive beliefs in clinical and non-clinical paranoia. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/the-role-of-metacognitive-beliefs-in-clinical-and-nonclinical-paranoia(b1c4b01c-f943-4f0f-9472-c5f651696c5c).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.816245

Chicago Manual of Style (16th Edition):

Kaltsi, Maria. “The role of metacognitive beliefs in clinical and non-clinical paranoia.” 2015. Doctoral Dissertation, University of Manchester. Accessed March 04, 2021. https://www.research.manchester.ac.uk/portal/en/theses/the-role-of-metacognitive-beliefs-in-clinical-and-nonclinical-paranoia(b1c4b01c-f943-4f0f-9472-c5f651696c5c).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.816245.

MLA Handbook (7th Edition):

Kaltsi, Maria. “The role of metacognitive beliefs in clinical and non-clinical paranoia.” 2015. Web. 04 Mar 2021.

Vancouver:

Kaltsi M. The role of metacognitive beliefs in clinical and non-clinical paranoia. [Internet] [Doctoral dissertation]. University of Manchester; 2015. [cited 2021 Mar 04]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/the-role-of-metacognitive-beliefs-in-clinical-and-nonclinical-paranoia(b1c4b01c-f943-4f0f-9472-c5f651696c5c).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.816245.

Council of Science Editors:

Kaltsi M. The role of metacognitive beliefs in clinical and non-clinical paranoia. [Doctoral Dissertation]. University of Manchester; 2015. Available from: https://www.research.manchester.ac.uk/portal/en/theses/the-role-of-metacognitive-beliefs-in-clinical-and-nonclinical-paranoia(b1c4b01c-f943-4f0f-9472-c5f651696c5c).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.816245


University of Manchester

11. Bailey, Robin David. Metacognition & Health Anxiety.

Degree: 2017, University of Manchester

 The development, maintenance, and treatment of health anxiety remains an important area in psychological research. The cognitive behavioural therapy (CBT) model has gained popularity, as… (more)

Subjects/Keywords: Metacognition; Health Anxiety

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

APA (6th Edition):

Bailey, R. D. (2017). Metacognition & Health Anxiety. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:309671

Chicago Manual of Style (16th Edition):

Bailey, Robin David. “Metacognition & Health Anxiety.” 2017. Doctoral Dissertation, University of Manchester. Accessed March 04, 2021. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:309671.

MLA Handbook (7th Edition):

Bailey, Robin David. “Metacognition & Health Anxiety.” 2017. Web. 04 Mar 2021.

Vancouver:

Bailey RD. Metacognition & Health Anxiety. [Internet] [Doctoral dissertation]. University of Manchester; 2017. [cited 2021 Mar 04]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:309671.

Council of Science Editors:

Bailey RD. Metacognition & Health Anxiety. [Doctoral Dissertation]. University of Manchester; 2017. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:309671


University of Manchester

12. Bailey, Robin. Metacognition & health anxiety.

Degree: PhD, 2017, University of Manchester

 The development, maintenance, and treatment of health anxiety remains an important area in psychological research. The cognitive behavioural therapy (CBT) model has gained popularity, as… (more)

Subjects/Keywords: Metacognition; Health Anxiety

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Bailey, R. (2017). Metacognition & health anxiety. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/metacognition – health-anxiety(a390ef9f-4c2e-489e-ac43-d366cdcf1d79).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.822968

Chicago Manual of Style (16th Edition):

Bailey, Robin. “Metacognition & health anxiety.” 2017. Doctoral Dissertation, University of Manchester. Accessed March 04, 2021. https://www.research.manchester.ac.uk/portal/en/theses/metacognition – health-anxiety(a390ef9f-4c2e-489e-ac43-d366cdcf1d79).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.822968.

MLA Handbook (7th Edition):

Bailey, Robin. “Metacognition & health anxiety.” 2017. Web. 04 Mar 2021.

Vancouver:

Bailey R. Metacognition & health anxiety. [Internet] [Doctoral dissertation]. University of Manchester; 2017. [cited 2021 Mar 04]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/metacognition – health-anxiety(a390ef9f-4c2e-489e-ac43-d366cdcf1d79).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.822968.

Council of Science Editors:

Bailey R. Metacognition & health anxiety. [Doctoral Dissertation]. University of Manchester; 2017. Available from: https://www.research.manchester.ac.uk/portal/en/theses/metacognition – health-anxiety(a390ef9f-4c2e-489e-ac43-d366cdcf1d79).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.822968


University of Alberta

13. 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 March 04, 2021. 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. 04 Mar 2021.

Vancouver:

Hutchison ML. Executive Function Strategies used by Children and Adolescents with Fetal Alcohol Spectrum Disorder. [Internet] [Masters thesis]. University of Alberta; 2011. [cited 2021 Mar 04]. 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

14. 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 March 04, 2021. 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. 04 Mar 2021.

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 2021 Mar 04]. 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


Colorado State University

15. Sitzman, Danielle Marie. Influence of feedback on predictions of future memory performance, The.

Degree: PhD, Psychology, 2013, Colorado State University

 The current experiments explored metacognitive beliefs about feedback. In Experiment 1, participants studied Lithuanian-English word pairs, took an initial test, were either shown correct answer… (more)

Subjects/Keywords: feedback; metamemory; metacognition; memory

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APA (6th Edition):

Sitzman, D. M. (2013). Influence of feedback on predictions of future memory performance, The. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/80975

Chicago Manual of Style (16th Edition):

Sitzman, Danielle Marie. “Influence of feedback on predictions of future memory performance, The.” 2013. Doctoral Dissertation, Colorado State University. Accessed March 04, 2021. http://hdl.handle.net/10217/80975.

MLA Handbook (7th Edition):

Sitzman, Danielle Marie. “Influence of feedback on predictions of future memory performance, The.” 2013. Web. 04 Mar 2021.

Vancouver:

Sitzman DM. Influence of feedback on predictions of future memory performance, The. [Internet] [Doctoral dissertation]. Colorado State University; 2013. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10217/80975.

Council of Science Editors:

Sitzman DM. Influence of feedback on predictions of future memory performance, The. [Doctoral Dissertation]. Colorado State University; 2013. Available from: http://hdl.handle.net/10217/80975


University of Manchester

16. Gkika, Styliani. An Investigation of The Role of Cognition, Metacognition, and Thinking Processes in Social Anxiety.

Degree: 2017, University of Manchester

 The current thesis has been prepared in journal format and it reports a systematic literature review, an empirical research study, and a paper on relevant… (more)

Subjects/Keywords: Social anxiety; Metacognition; Cognition

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APA (6th Edition):

Gkika, S. (2017). An Investigation of The Role of Cognition, Metacognition, and Thinking Processes in Social Anxiety. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:310491

Chicago Manual of Style (16th Edition):

Gkika, Styliani. “An Investigation of The Role of Cognition, Metacognition, and Thinking Processes in Social Anxiety.” 2017. Doctoral Dissertation, University of Manchester. Accessed March 04, 2021. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:310491.

MLA Handbook (7th Edition):

Gkika, Styliani. “An Investigation of The Role of Cognition, Metacognition, and Thinking Processes in Social Anxiety.” 2017. Web. 04 Mar 2021.

Vancouver:

Gkika S. An Investigation of The Role of Cognition, Metacognition, and Thinking Processes in Social Anxiety. [Internet] [Doctoral dissertation]. University of Manchester; 2017. [cited 2021 Mar 04]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:310491.

Council of Science Editors:

Gkika S. An Investigation of The Role of Cognition, Metacognition, and Thinking Processes in Social Anxiety. [Doctoral Dissertation]. University of Manchester; 2017. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:310491


University of Miami

17. Sweeney, Carly M. The Metacognitive Functioning of Middle School Students with and without Learning Disabilities During Mathematical Problem Solving.

Degree: PhD, Teaching and Learning (Education), 2010, University of Miami

  The purpose of this study was to investigate the metacognitive functioning of students with learning disabilities (LD), low-achieving (LA) students, and average-achieving (AA) students… (more)

Subjects/Keywords: Math; Learning Disabilities; Metacognition

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APA (6th Edition):

Sweeney, C. M. (2010). The Metacognitive Functioning of Middle School Students with and without Learning Disabilities During Mathematical Problem Solving. (Doctoral Dissertation). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_dissertations/433

Chicago Manual of Style (16th Edition):

Sweeney, Carly M. “The Metacognitive Functioning of Middle School Students with and without Learning Disabilities During Mathematical Problem Solving.” 2010. Doctoral Dissertation, University of Miami. Accessed March 04, 2021. https://scholarlyrepository.miami.edu/oa_dissertations/433.

MLA Handbook (7th Edition):

Sweeney, Carly M. “The Metacognitive Functioning of Middle School Students with and without Learning Disabilities During Mathematical Problem Solving.” 2010. Web. 04 Mar 2021.

Vancouver:

Sweeney CM. The Metacognitive Functioning of Middle School Students with and without Learning Disabilities During Mathematical Problem Solving. [Internet] [Doctoral dissertation]. University of Miami; 2010. [cited 2021 Mar 04]. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/433.

Council of Science Editors:

Sweeney CM. The Metacognitive Functioning of Middle School Students with and without Learning Disabilities During Mathematical Problem Solving. [Doctoral Dissertation]. University of Miami; 2010. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/433


University of Newcastle upon Tyne

18. 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://theses.ncl.ac.uk/jspui/handle/10443/2686 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268459

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 March 04, 2021. http://theses.ncl.ac.uk/jspui/handle/10443/2686 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268459.

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. 04 Mar 2021.

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 2021 Mar 04]. Available from: http://theses.ncl.ac.uk/jspui/handle/10443/2686 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268459.

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://theses.ncl.ac.uk/jspui/handle/10443/2686 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268459

19. Cox, Carole A. Narrative through cartoon : a study in visual drafting.

Degree: PhD, 1998, UCL Institute of Education (IOE)

 This study is designed to explore the use of visual images In combination with the teaching of narrative In the classroom. The theoretical background establishes… (more)

Subjects/Keywords: 370; Metacognition

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APA (6th Edition):

Cox, C. A. (1998). Narrative through cartoon : a study in visual drafting. (Doctoral Dissertation). UCL Institute of Education (IOE). Retrieved from http://eprints.ioe.ac.uk/19142/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298291

Chicago Manual of Style (16th Edition):

Cox, Carole A. “Narrative through cartoon : a study in visual drafting.” 1998. Doctoral Dissertation, UCL Institute of Education (IOE). Accessed March 04, 2021. http://eprints.ioe.ac.uk/19142/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298291.

MLA Handbook (7th Edition):

Cox, Carole A. “Narrative through cartoon : a study in visual drafting.” 1998. Web. 04 Mar 2021.

Vancouver:

Cox CA. Narrative through cartoon : a study in visual drafting. [Internet] [Doctoral dissertation]. UCL Institute of Education (IOE); 1998. [cited 2021 Mar 04]. Available from: http://eprints.ioe.ac.uk/19142/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298291.

Council of Science Editors:

Cox CA. Narrative through cartoon : a study in visual drafting. [Doctoral Dissertation]. UCL Institute of Education (IOE); 1998. Available from: http://eprints.ioe.ac.uk/19142/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298291


University of Manchester

20. Gkika, Styliani. An investigation of the role of cognition, metacognition, and thinking processes in social anxiety.

Degree: Thesis (D.Clin.Psy.), 2017, University of Manchester

 The current thesis has been prepared in journal format and it reports a systematic literature review, an empirical research study, and a paper on relevant… (more)

Subjects/Keywords: Social anxiety; Metacognition; Cognition

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

APA (6th Edition):

Gkika, S. (2017). An investigation of the role of cognition, metacognition, and thinking processes in social anxiety. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/an-investigation-of-the-role-of-cognition-metacognition-and-thinking-processes-in-social-anxiety(ae62d998-53f9-462a-800b-cad60564a631).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.785597

Chicago Manual of Style (16th Edition):

Gkika, Styliani. “An investigation of the role of cognition, metacognition, and thinking processes in social anxiety.” 2017. Doctoral Dissertation, University of Manchester. Accessed March 04, 2021. https://www.research.manchester.ac.uk/portal/en/theses/an-investigation-of-the-role-of-cognition-metacognition-and-thinking-processes-in-social-anxiety(ae62d998-53f9-462a-800b-cad60564a631).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.785597.

MLA Handbook (7th Edition):

Gkika, Styliani. “An investigation of the role of cognition, metacognition, and thinking processes in social anxiety.” 2017. Web. 04 Mar 2021.

Vancouver:

Gkika S. An investigation of the role of cognition, metacognition, and thinking processes in social anxiety. [Internet] [Doctoral dissertation]. University of Manchester; 2017. [cited 2021 Mar 04]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/an-investigation-of-the-role-of-cognition-metacognition-and-thinking-processes-in-social-anxiety(ae62d998-53f9-462a-800b-cad60564a631).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.785597.

Council of Science Editors:

Gkika S. An investigation of the role of cognition, metacognition, and thinking processes in social anxiety. [Doctoral Dissertation]. University of Manchester; 2017. Available from: https://www.research.manchester.ac.uk/portal/en/theses/an-investigation-of-the-role-of-cognition-metacognition-and-thinking-processes-in-social-anxiety(ae62d998-53f9-462a-800b-cad60564a631).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.785597


Florida International University

21. Evans, Jacqueline. Eyewitness Memory: Balancing the Accuracy, Precision, and Quantity of Information through Metacognitive Monitoring and Control.

Degree: Psychology, 2008, Florida International University

  Historically, memory has been evaluated by examining how much is remembered, however a more recent conception of memory focuses on the accuracy of memories.… (more)

Subjects/Keywords: interviewing; metacognition

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APA (6th Edition):

Evans, J. (2008). Eyewitness Memory: Balancing the Accuracy, Precision, and Quantity of Information through Metacognitive Monitoring and Control. (Thesis). Florida International University. Retrieved from https://digitalcommons.fiu.edu/etd/188 ; 10.25148/etd.FI10022510 ; FI10022510

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):

Evans, Jacqueline. “Eyewitness Memory: Balancing the Accuracy, Precision, and Quantity of Information through Metacognitive Monitoring and Control.” 2008. Thesis, Florida International University. Accessed March 04, 2021. https://digitalcommons.fiu.edu/etd/188 ; 10.25148/etd.FI10022510 ; FI10022510.

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

MLA Handbook (7th Edition):

Evans, Jacqueline. “Eyewitness Memory: Balancing the Accuracy, Precision, and Quantity of Information through Metacognitive Monitoring and Control.” 2008. Web. 04 Mar 2021.

Vancouver:

Evans J. Eyewitness Memory: Balancing the Accuracy, Precision, and Quantity of Information through Metacognitive Monitoring and Control. [Internet] [Thesis]. Florida International University; 2008. [cited 2021 Mar 04]. Available from: https://digitalcommons.fiu.edu/etd/188 ; 10.25148/etd.FI10022510 ; FI10022510.

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

Council of Science Editors:

Evans J. Eyewitness Memory: Balancing the Accuracy, Precision, and Quantity of Information through Metacognitive Monitoring and Control. [Thesis]. Florida International University; 2008. Available from: https://digitalcommons.fiu.edu/etd/188 ; 10.25148/etd.FI10022510 ; FI10022510

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


Rice University

22. Young, Carmen K. The Effects of Structure and Metacognitive Prompts on Training Outcomes.

Degree: MA, Social Sciences, 2015, Rice University

 This study investigates the use of metacognitive prompts and training structure for a computer-based training intervention. It is framed in resource allocation theory (Kanfer &… (more)

Subjects/Keywords: training; structure; metacognition; metacognitive prompts

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APA (6th Edition):

Young, C. K. (2015). The Effects of Structure and Metacognitive Prompts on Training Outcomes. (Masters Thesis). Rice University. Retrieved from http://hdl.handle.net/1911/88185

Chicago Manual of Style (16th Edition):

Young, Carmen K. “The Effects of Structure and Metacognitive Prompts on Training Outcomes.” 2015. Masters Thesis, Rice University. Accessed March 04, 2021. http://hdl.handle.net/1911/88185.

MLA Handbook (7th Edition):

Young, Carmen K. “The Effects of Structure and Metacognitive Prompts on Training Outcomes.” 2015. Web. 04 Mar 2021.

Vancouver:

Young CK. The Effects of Structure and Metacognitive Prompts on Training Outcomes. [Internet] [Masters thesis]. Rice University; 2015. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/1911/88185.

Council of Science Editors:

Young CK. The Effects of Structure and Metacognitive Prompts on Training Outcomes. [Masters Thesis]. Rice University; 2015. Available from: http://hdl.handle.net/1911/88185


University of Victoria

23. 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 March 04, 2021. 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. 04 Mar 2021.

Vancouver:

Kit KA. The influence of memory beliefs in individuals with traumatic brain injury. [Internet] [Thesis]. University of Victoria; 2008. [cited 2021 Mar 04]. 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

24. 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 March 04, 2021. 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. 04 Mar 2021.

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 2021 Mar 04]. 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


Montana State University

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

Degree: MS, 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. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13629

Chicago Manual of Style (16th Edition):

Berghauer, Meridith Ann. “Improvement of metacognition skills within high school general chemistry.” 2017. Masters Thesis, Montana State University. Accessed March 04, 2021. https://scholarworks.montana.edu/xmlui/handle/1/13629.

MLA Handbook (7th Edition):

Berghauer, Meridith Ann. “Improvement of metacognition skills within high school general chemistry.” 2017. Web. 04 Mar 2021.

Vancouver:

Berghauer MA. Improvement of metacognition skills within high school general chemistry. [Internet] [Masters thesis]. Montana State University; 2017. [cited 2021 Mar 04]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13629.

Council of Science Editors:

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


Montana State University

26. Clinthorne, Alexander Michael. Detecting ambient pressure.

Degree: MFA, 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 March 04, 2021. 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. 04 Mar 2021.

Vancouver:

Clinthorne AM. Detecting ambient pressure. [Internet] [Thesis]. Montana State University; 2017. [cited 2021 Mar 04]. 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: MS, 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. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1333

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. Masters Thesis, Montana State University. Accessed March 04, 2021. https://scholarworks.montana.edu/xmlui/handle/1/1333.

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. 04 Mar 2021.

Vancouver:

Gillespie AL. Effects of incorporating classroom performance systems with metacognitive and conceptual strategies on the understanding of physical science concepts. [Internet] [Masters thesis]. Montana State University; 2011. [cited 2021 Mar 04]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1333.

Council of Science Editors:

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


University of Melbourne

28. Teng, Siew Lee. A study of reflection and metacognition in the teaching of experienced teachers.

Degree: 2001, University of Melbourne

 Teaching is a unique human process that requires a teacher's conscious effort, concern, and responsibility to provide quality education for the students. Promoting 'reflective teaching'… (more)

Subjects/Keywords: Metacognition; Teaching

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APA (6th Edition):

Teng, S. L. (2001). A study of reflection and metacognition in the teaching of experienced teachers. (Masters Thesis). University of Melbourne. Retrieved from http://hdl.handle.net/11343/57747

Chicago Manual of Style (16th Edition):

Teng, Siew Lee. “A study of reflection and metacognition in the teaching of experienced teachers.” 2001. Masters Thesis, University of Melbourne. Accessed March 04, 2021. http://hdl.handle.net/11343/57747.

MLA Handbook (7th Edition):

Teng, Siew Lee. “A study of reflection and metacognition in the teaching of experienced teachers.” 2001. Web. 04 Mar 2021.

Vancouver:

Teng SL. A study of reflection and metacognition in the teaching of experienced teachers. [Internet] [Masters thesis]. University of Melbourne; 2001. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/11343/57747.

Council of Science Editors:

Teng SL. A study of reflection and metacognition in the teaching of experienced teachers. [Masters Thesis]. University of Melbourne; 2001. Available from: http://hdl.handle.net/11343/57747

29. 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 March 04, 2021. 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. 04 Mar 2021.

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 2021 Mar 04]. 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


University of Hong Kong

30. 王智穎. Effect of hypnosis on metacognitive awareness of information processing.

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

APA (6th Edition):

王智穎. (2016). Effect of hypnosis on metacognitive awareness of information processing. (Thesis). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/252019

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

Chicago Manual of Style (16th Edition):

王智穎. “Effect of hypnosis on metacognitive awareness of information processing.” 2016. Thesis, University of Hong Kong. Accessed March 04, 2021. http://hdl.handle.net/10722/252019.

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

MLA Handbook (7th Edition):

王智穎. “Effect of hypnosis on metacognitive awareness of information processing.” 2016. Web. 04 Mar 2021.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

王智穎. Effect of hypnosis on metacognitive awareness of information processing. [Internet] [Thesis]. University of Hong Kong; 2016. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10722/252019.

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

Council of Science Editors:

王智穎. Effect of hypnosis on metacognitive awareness of information processing. [Thesis]. University of Hong Kong; 2016. Available from: http://hdl.handle.net/10722/252019

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

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