A model of metacognition, achievement goal orientation, learning style and self-efficacy

By S. A. Coutinho, George A. Neuman. 2008

250 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/01bcd028ce65d915164c7b2cd144dd0aee456466

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Alessandro Antonietti
2. M. Mancini
3. Yves Karlen
4. Rosália Cera

In Experimental and Cognitive Psychology

1. Alessandro Antonietti
2. Clara R. P. Ajisuksmo
3. M. Mancini
4. Yves Karlen
5. Grace R. Saputri
6. Rosália Cera

In Social Psychology

1. Clara R. P. Ajisuksmo
2. Yves Karlen
3. Grace R. Saputri

Citations in the corpus

• Differences in students' metacognitive strategy knowledge, motivation, and strategy use: A typology of self-regulated learners (2016, background): “…are more attentive to their learning process, implement learning strategies more effectively, establish a more productive environment, provide greater effort, persist longer at tasks, and show higher metacognitive skills (Boekaerts, 1997; Coutinho & Neuman, 2008; Meneghetti & De Beni, 2010).”
• Relationships between Metacognition, Self-efficacy and Self-regulation in Learning (2013, background): “Self-efficacy was found to be a strong predictor of academic performance (Coutinho & Neuman, 2008).”
• The Influence of Attitudes towards Mathematics, and Metacognitive Awareness on Mathematics Achievements (2017, background): “Students with high skills on metacognitive knowledge and metacognitive regulation will be motivated as they have intrinsic motivation, high self-efficacy, and orient towards understanding the task (Vrugt & Oort, 2008; Coutinho & Neuman, 2008).”
• Reasons for Plagiarism in Higher Education (2017, unknown): “Some researchers argue that self-efficacy has an enormous impact on student performance (Coutinho & Neuman, 2008; Long, Monoi, Harper, Knoblauch, & Murphy, 2007; Pajares, 1996; Schunk, 1989).”