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State Trait Anxiety Inventory1
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Alwin de Rooij – Creativity Research Journal, 2024
Idea evaluation is a critical activity in the creative process due to its role in making a decision about what idea(s) should be developed further and implemented, or whether more ideas should be generated. Confidence in the correctness of the evaluation plays a key role in making that decision. Emerging evidence suggests that inner speaking, the…
Descriptors: Self Control, Inner Speech (Subvocal), Concept Formation, Evaluative Thinking
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Stephanie M. Halmo; Kira A. Yamini; Julie Dangremond Stanton – CBE - Life Sciences Education, 2024
Stronger metacognitive regulation skills and higher self-efficacy are linked to increased academic achievement. Metacognition and self-efficacy have primarily been studied using retrospective methods, but these methods limit access to students' in-the-moment metacognition and self-efficacy. We investigated first-year life science students'…
Descriptors: Metacognition, Self Efficacy, College Freshmen, Coaching (Performance)
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van der Graaf, Joep; Lim, Lyn; Fan, Yizhou; Kilgour, Jonathan; Moore, Johanna; Gaševic, Dragan; Bannert, Maria; Molenaar, Inge – Metacognition and Learning, 2022
Self-regulated learning (SRL) has been linked to improved learning and corresponding learning outcomes. However, there is a need for more precise insights into how SRL during learning contributes to specific learning outcomes. We operationalised four learning outcomes that varied on two dimensions: structure/connectedness and level/deepness of…
Descriptors: College Students, Self Control, Learning Processes, Independent Study
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Vestad, Lene; Tharaldsen, Kjersti B. – Scandinavian Journal of Educational Research, 2022
This qualitative study explores lower secondary school students' experiences with components of a universal school-based social and emotional learning (SEL) intervention in relation to coping with academic stress. The intervention aimed at promoting the following five social and emotional competencies (SEC): relationship skills, emotional…
Descriptors: Social Emotional Learning, Secondary School Students, Intervention, Coping
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Traga Philippakos, Zoi A. – Language and Literacy Spectrum, 2021
The purpose of this paper is to review the utility of think alouds in writing instruction and highlight the function of think-aloud modeling in the development of cognitive and metacognitive strategies that support learners' independence. For these purposes, modeling with coping is also explained. Coping models, in which teachers encounter…
Descriptors: Protocol Analysis, Writing Instruction, Metacognition, Writing Strategies
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Pennequin, Valérie; Questel, Floriane; Delaville, Emeline; Delugre, Marie; Maintenant, Célia – British Journal of Educational Psychology, 2020
Background: The Metacognitive Affective Model of SRL (MASRL) considers the relationships between metacognition, motivation, and affect. Notably, it provides a theoretical framework to understand how subjective experiences (metacognition and affect) change self-regulation from a top-down to a bottom-up process and vice versa. Aims: The study…
Descriptors: Metacognition, Self Control, Coping, French
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Edina-Timea Opri?; Iuliana Zsoldos-Marchis; Edit Egri – Open Education Studies, 2024
Problem-solving competency is important not only in many careers but also in everyday life. Successful problem solvers regulate their cognitive processes and emotions. Our research aimed to study the impact of gamified problem sheets designed in Seppo on self-regulated learning skills. The intervention was carried out with second-year students in…
Descriptors: Instructional Effectiveness, Game Based Learning, Teaching Methods, Problem Solving
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Grau, Valeska; Lorca, Amaya; Araya, Carolina; Urrutia, Sofía; Ríos, Dominga; Montagna, Pietro; Ibaceta, Miguel – New Directions for Child and Adolescent Development, 2018
Collaborative group work has been recognized as a way of fostering the development of metacognition and self-regulation. Moreover, it has been claimed that these regulatory processes have an interpersonal level in which the regulation of the activity is shared with others (Iiskala et al., 2004). There has also been a considerable body of research…
Descriptors: Age Differences, Cooperative Learning, Metacognition, Interpersonal Relationship
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Noor, Fu'ad Arif – Southeast Asia Early Childhood, 2020
This research is to find out how to improve the performance of outstanding Raudhatul Athfal (RA) teachers in Yogyakarta and how the steps are and how the key to the successful performance of outstanding RA teachers in Yogyakarta. This research is a qualitative research through a psychological approach that is carried out directly to the object…
Descriptors: Preschool Teachers, Teacher Effectiveness, Teacher Improvement, Faculty Development
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Terblanche, E. A. J.; De Clercq, B. – Accounting Education, 2021
Critical thinking is considered a vital skill in the twenty-first century workforce, yet it is still viewed as an under-developed skill in accounting students. This exploratory study set out to explore the critical thinking competencies required of accounting students. To achieve this, a qualitative research methodology was followed by firstly…
Descriptors: Critical Thinking, Accounting, Business Administration Education, College Students
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Dörr, Lisa; Perels, Franziska – International Electronic Journal of Elementary Education, 2019
Metacognition is a crucial prerequisite for self-regulated learning and refers to the knowledge and the regulation of cognitive processes. Several authors argue that children at preschool age can use initial metacognitive control strategies and monitor their learning activities. This fact will create the conditions for promoting metacognitive…
Descriptors: Metacognition, Cognitive Development, Preschool Children, Caregivers
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Paolini, Allison C. – Journal of School Counseling, 2021
This Brief Resource addresses anxiety and the dire impact anxiety has on student well-being and performance. Anxiety prevents students from focusing, concentrating, feeling safe, grounded, and at ease. There are immeasurable numbers of students who are experiencing anxiety during this pandemic. Social Emotional Learning works to enhance students'…
Descriptors: Anxiety, Well Being, Achievement, COVID-19
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Nelson, Lindsey J.; Fyfe, Emily R. – Metacognition and Learning, 2019
Metacognition is central to children's cognitive development. However, there is conflicting evidence about children's ability to accurately monitor their performance and subsequently control their behavior. This is of particular interest for mathematics topics on which children exhibit persistent misconceptions--that is, when children's knowledge…
Descriptors: Metacognition, Help Seeking, Decision Making, Self Esteem
Gartrell, Dan – Redleaf Press, 2020
In this follow-up to "Guidance for Every Child," author Dan Gartrell, EdD, expands on the advice broached in that book -- that children need guidance rather than discipline. Guidance is teaching for healthy emotional and social development. On a day-to-day basis as conflicts occur, guidance is teaching children to learn from their…
Descriptors: Child Behavior, Developmentally Appropriate Practices, Best Practices, Conflict Resolution
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Tzohar-Rozen, Meirav; Kramarski, Bracha – Teachers College Record, 2017
Mathematical problem solving is one of the most valuable aspects of mathematics education and the most difficult for elementary school students. Cognitive and metacognitive difficulties in this area cause students to develop negative attitudes and emotions as affective reactions, hampering their efforts and achievements. These metacognitive and…
Descriptors: Metacognition, Problem Solving, Elementary School Mathematics, Grade 5
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