Epistemology, metacognition, and self-regulation: musings on an emerging field

By B. Hofer, Gale M. Sinatra. 2010

126 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/b70850b96a7d1792cc177354a4fc3979d3c74551

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The assessment of metacognition in children aged 4–16 years: a systematic review (2017, background): “The section instead adopting a “multiplistic perspective” in line with the approach taken by Hofer and Sinatra (2010).”
Understanding and Promoting Thinking About Knowledge (2016, background): “There appears to be a growing consensus that the ease of administering Likert-type scale assessments of epistemic cognition comes with concerns about the authenticity of whatever it is that those instruments purport to measure (Hofer & Sinatra, 2010; Sinatra, 2016).”
The Role of Epistemic Beliefs in the Comprehension of Multiple Expository Texts: Toward an Integrated Model (2011, background): “1 Although epistemic belief dimensions were originally considered to reflect continuums ranging from naive (lower level) to sophisticated (higher level) beliefs ( Hofer & Pintrich, 1997 ; Schommer, 1990 ), this terminology is problematic not least because epistemic beliefs that are adaptive in a pa”
Reading Into the Future: Competence for the 21st Century (2012, background): “This special class of strategies has been labeled as epistemic strategies (Hofer & Sinatra, 2010; Ritchter & Schmid, 2010).”
Relationships between Metacognition, Self-efficacy and Self-regulation in Learning (2013, background): “Also the peculiarities and the overlaps of the concepts of self-regulation, self-regulated learning and metacognition (Dinsmore et al., 2008; Kaplan, 2008; Efklides, 2008; Lajoie, 2008; Hofer & Sinatra, 2010) have been stressed.”
A Meta-Analytic Review of the Relationship Between Epistemic Cognition and Academic Achievement (2018, background): “Such findings may not definitively end the debate about the utility of self-report measures of epistemic cognition (cf. Hofer & Sinatra, 2010; Kelly, 2016; Mason, 2016), but they do inform that debate in important ways, and point to a number of empirically supported directions for future research.”
Handbook of Research on Learning and Instruction (2011, methodology): “High and low skilled students assigned to the BLO condition completed all forehand strokes followed by all backhand strokes, while the ALT condition group alternated forehand and backhand strokes on each trial.”