Metacognition in Learning and Instruction

By Hope J. Hartman. 2001

145 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/70688b4d1f28bec0d86592c3dacaed8c2bb6c0e1

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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).”
Teacher quality and school improvement: what is the role of research? (2015, background): “In addition, meta-cognition is beneficial for teachers and students alike: teaching with meta-cognition and teaching for meta-cognition (Hartman, 2001 in McCormick, 2003).”
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).”
Reflective journaling and metacognitive awareness: insights from a longitudinal study in higher education (2020, background): “…and to knowing what, how, when, and where certain strategies can be appropriate to those conditions (De Backer et al., 2011), for example, the knowledge about when and what information to rehearse (Hartman, 2001), or how to use different strategies in different situations (Larkin, 2009).”
The relationships and impact of teachers’ metacognitive knowledge and pedagogical understandings of metacognition (2010, background): “According to the literature on metacognition theory (Hartman, 2001) teachers’ understanding of metacognition is complex and depends on an interaction between declarative, procedural, and conditional knowledge.”
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).”
Engineering Competence? An Interpretive Investigation of Engineering Students' Professional Formation (2011, background): “…was a concurrent form of data gathering that “can capture personal information at the point it occurs, structure it to be most meaningful, preserve its accuracy without need for intrusive rehearsal, and provide a longer data base for discerning evidence of progress” (Hartman, 2001, p. 211).”