Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 1 |
Descriptor
| Affective Behavior | 1 |
| Barriers | 1 |
| Biology | 1 |
| College Science | 1 |
| Factor Analysis | 1 |
| Help Seeking | 1 |
| Intervention | 1 |
| Metacognition | 1 |
| Multiple Regression Analysis | 1 |
| Questionnaires | 1 |
| Science Instruction | 1 |
| More ▼ | |
Source
| Journal of College Science… | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
| Tests/Questionnaires | 1 |
Education Level
| Higher Education | 1 |
Audience
| Teachers | 1 |
Location
| Minnesota | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkMetzger, Kelsey J.; Smith, Brittany A.; Brown, Ethan; Soneral, Paula A. G. – Journal of College Science Teaching, 2018
This study describes the development and implementation of an iterative diagnostic and intervention routine designed to elicit and quantitatively describe aspects of student metacognition, affect, and study habits in a first-year undergraduate biology course. The Student Metacognition, Affect, and Study Habits (SMASH) inventory is a…
Descriptors: Science Instruction, College Science, Undergraduate Study, Metacognition
