Children’s Performance Estimation in Mathematics and Science Tests over a School Year: A Pilot Study
Abstract Introduction. The metacognitve ability to accurately estimate ones performance in a test, is assumed to be of central importance for initializing task-oriented effort. In addition activating adequate problem-solving strategies, and engaging in efficient error detection and correction. Altho...
Autori principali: | Roderer, Thomas, Roebers, Claudia M. |
---|---|
Natura: | info:eu-repo/semantics/article |
Lingua: | English |
Pubblicazione: |
Universidad de Almería
2013
|
Soggetti: | |
Accesso online: | http://hdl.handle.net/10835/2549 http://dx.doi.org/10.25115/ejrep.v11i29.1555 |
Documenti analoghi
Documenti analoghi
-
Measurement in Primary School Mathematics and Science Textbooks
di: Montoro, Ana B., et al.
Pubblicazione: (2021) -
Differences between functional and subjective overconfidence in postdiction judgments of test performance
di: Shake, Matthew C, et al.
Pubblicazione: (2015) -
Computational and measurement estimation: curriculum foundations and research carried out at the University of Granada, Mathematics Didactics Department
di: Segovia Alex, Isidoro, et al.
Pubblicazione: (2012) -
Metacognitive Awareness Inventory for Teachers (MAIT)
di: Balcikanli, Cem
Pubblicazione: (2012) -
Interactions between metacognition in university students and demographic and education variables
di: Escorcia, Dyanne, et al.
Pubblicazione: (2020)