Test-Taking Strategies of High and Low Mathematics Achievers
By E. Hong, M. Sas, John C. Sas. 2006
63 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology
View Paper: https://www.semanticscholar.org/paper/d6b6122e92b7cf972c1c08d22cff2d06a4bf6f9a
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- Barry Bai
- Wenjuan Guo
- Valerie J. Shute
- Jihyun Lee
- David Boud
- Lin Sophie Teng
- Christian D. Schunn
- Heidi L. Andrade
In Experimental and Cognitive Psychology
- Barry Bai
- Wenjuan Guo
- Valerie J. Shute
- Jihyun Lee
- L. Stankov
- Anastasios Karakolidis
- Vasiliki Pitsia
- D. Kalaycioğlu
Citations in the corpus
- Personal and Social-Contextual Factors in K–12 Academic Performance: An Integrative Perspective on Student Learning (2010, background): “Empirical studies have documented the importance of note-taking skills in relation to students’ school outcomes (Faber et al., 2000; Hong et al., 2006; Peverly et al., 2007).”
- Motivation and self-regulated strategy use: Relationships to primary school students’ English writing in Hong Kong (2019, background): “…more metacognitive strategies, such as goal setting and goal monitoring (Bannert et al., 2014; Dermitzaki et al., 2008; DiFrancesca et al., 2016; Hong et al., 2006), and more resource management strategies, such as time management, cooperation and help-seeking in learning than both average and…”