Development of Metacognition and Self-Regulated Learning in Young Children: Role of Collaborative and Peer-Assisted Learning
By David Whitebread, Sue Bingham, Valeska Grau, Deborah Pino Pasternak, C. Sangster. Journal of Cognitive Education and Psychology, 2007
208 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/7ebf30ecce8d27e579ab920fb5d4147b8ba73149
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In Developmental and Educational Psychology
- Ernesto Panadero
- A. Jonsson
- J. Botella
- Marja Vauras
- Hermann Körndle
- Cornelia Schoor
- Pekka Salonen
- Erno Lehtinen
In Education
- Ernesto Panadero
- J. Botella
- A. Jonsson
- Marja Vauras
- Pekka Salonen
- Erno Lehtinen
- Tuike Iiskala
- Hoi Kwan Ning
Citations in the corpus
- The impact of supplemental instruction on learning competence and academic performance (2010, background): “The flexible use of this internalised and more strategic approach to information processing facilitates learning whenever the student encounters problems or tasks that are challenging (Bandura 1971, 1977; Summers, Bergin, and Cole 2009; Whitebread et al. 2007).”
- Regulation During Cooperative and Collaborative Learning: A Theory-Based Review of Terms and Concepts (2015, methodology): “What is defining for this form of regulation is the “we” perspective (e.g., J€arvel€a & Hadwin, 2013; Whitebread et al., 2007), in contrast to the “I” perspective.”
- Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses (2017, background): “For example, in Zimmerman and Kitsantas (1996) the performance investigated is dart throwing, which means that the participants can easily see their scores on the board immediately after releasing the dart.”
- Characterizations of Social-Based and Self-Based Contexts Associated with Students' Awareness, Evaluation, and Regulation of Their Thinking during Small-Group Mathematical Modeling. (2011, methodology): “The prevalence of metacognitive evaluation and the relative infrequency of awareness is consistent with the findings of Wilson and Clarke (2004), who reported on 90 interviews with 30 sixth-grade students during mathematical problem solving and subsequent card sorting designed to engage subjects in ”
- Socially shared metacognition of dyads of pupils in collaborative mathematical problem-solving processes (2011, background): “Nonverbal behaviour has been found to be important for shared regulation activity, for example, when a child draws his or her peers’ attention to an object that might be used to accomplish a mutually-agreed goal (Whitebread et al., 2007).”