Developing Students’ Metacognitive Knowledge and Skills

By Hope J. Hartman. 2001

229 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/60d37ff2e7071ec242da26107af096a117710638

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The Relation between Elementary Students' Recreational and Academic Reading Motivation, Reading Frequency, Engagement, and Comprehension: A Self-Determination Theory Perspective. (2012, background): “This confirms that reading a lot is not necessarily related to effective reading comprehension skills for elementary students (Hartman, 2001; Pressley & Allington, 1999).”
Effects of Explicit Reading Strategies Instruction and Peer Tutoring on Second and Fifth Graders' Reading Comprehension and Self-Efficacy Perceptions (2005, background): “Unfortunately, there is no reason to believe that all elementary students spontaneously develop essential cognitive and metacognitive knowledge and skills (Hartman, 2001; Pressley & Allington, 1999).”
The effect of distributed monitoring exercises and feedback on performance, monitoring accuracy, and self-efficacy (2006, background): “It also yields support to the contention that metacognitive skills are trainable (Baker & Brown, 1984; Butler & Winne, 1995; Hartman, 2001; Koriat, 1997; Lin et al., 2002).”
How cognitive, metacognitive, motivational and emotional self‐regulation influence school performance in adolescence and early adulthood (2010, background): “Results also show that students who observe and evaluate their performance accurately can react appropriately by keeping or changing their study strategies to achieve optimal study results (Hartman 2001).”
The Impact of Reflective Practice on Teacher Candidates' Learning (2019, unknown): “Pre-service teachers often view reflection as a tedious and superfluous activity (see Hartman, 2001), which is actually quite true if they do not progress beyond the Habitual Action level.”
Inducing Self-Explanation: a Meta-Analysis (2018, unknown): “Differences have been reported between geographic regions in students ’ learning patterns (Marambe et al. 2012) and metacognition (Hartman 2001; Hartman et al. 1996), and these have the potential to moderate self-explanation effects.”
Effects of two Types of Self-Regulatory Instruction Programs on Students with Learning Disabilities in Writing Products, Processes, and Self-Efficacy (2006, background): “In general, this selfdialogue can guide performance and can improve selfawareness and self-regulation thinking, and thereby improve writing performance (Hartman, 2001).”