A process-oriented model of metacognition: Links between motivation and executive functioning

By J. Borkowski, Kim Sang Lorna 陳鉗笙 Chan, N. Muthukrishna. 2000

184 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/4b904ed93e6e94653e157c7047c2efed298549c9

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Citations in the corpus

Metacognition and Affect: What Can Metacognitive Experiences Tell Us about the Learning Process?. (2006, background): “Borkowski, Chan, and Muthukrishna (2000) use the term “task analysis” to refer to online taskspecific knowledge, and consider this kind of analytical process as part of the executive processes, that is, of MS.”
Metacognition and low achievement in mathematics: The effect of training in the use of metacognitive skills to solve mathematical word problems (2010, background): “According to Borkowski, Chan, and Muthukrishna (2000), metacognitive knowledge and skills influence problem solving.”
Assessing metacognitive knowledge: Development and evaluation of a test instrument (2013, unknown): “According to Borkowski, Chan, and Muthukrishna (2000) metacognitive knowledge may develop from domain-and situation-speci ﬁ c knowledge (i.e., knowledge acquired in and intertwined with a speci ﬁ c content domain) to domain-general knowledge (i.e., knowledge transcending across domains).”
Motivation and students’ use of learning strategies: Evidence of unidirectional effects in mathematics classrooms (2011, methodology): “Concerning the effects of strategy use on motivation, based on Borkowski et al. (2000) and Linnenbrink and Pintrich (2003), it was expected that the self-reported use of cognitive and metacognitive strategies will predict students’ Berger, J.-L., & Karabenick, S. A. (2011).”
Models of Self-regulated Learning: A review (2001, methodology): “Borkowski’s (see, for example, Borkowski et al., 2000) aim has been to contribute to our understanding of successes and failures encountered in strategy generalisation.”
Aptitude and Personality Traits in Retention of Engineering Students (2015, methodology): “This research supports Borkowski and colleagues’s (Borkowski et al., 2000; Borkowski, Carr, Rellinger, & Pressley, 1990) model of academic achievement based on the dimensions of aptitude, metacognition, and affective factors.”
Fifth graders metacognitive knowledge: general or domain-specific? (2011, background): “In theory it is assumed that the development of metacognitive knowledge begins highly domain and situation-specific and becomes more flexible and domain-transcending with practice and experience (Borkowski et al. 2000).”
Differences in students' metacognitive strategy knowledge, motivation, and strategy use: A typology of self-regulated learners (2016, background): “Consistent with the theoretical model proposed by Borkowski et al. (2000) and other empirical findings (Artelt et al., 2001; Artelt et al., 2004), the results of this study indicate that only learners who are characterized by a high level of metacognitive strategy knowledge, high learning…”
The Role of Epistemic Beliefs in Self-Regulated Learning (2007, background): “…phase of forethought, planning, and activation as the first phase; monitoring as the second phase; control as the third phase; and finally reaction and reflection as the last phase (e.g., Boekaerts, 1992; Borkowski et al., 2000; Pintrich, 2000; Schunk, 2001; Winne & Hadwin, 1998; Zimmerman, 2000).”