Technical students' metacognitive skills: relating general vs. specific metacognitive skills to study success
By M. Veenman, J. Verheij. 2003
96 citations recorded by the source corpus.
Subfields: Artificial Intelligence, Developmental and Educational Psychology
View Paper: https://www.semanticscholar.org/paper/ebc3102c62c1d0436344828e7e421ad97705c182
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In Artificial Intelligence
In Developmental and Educational Psychology
Citations in the corpus
- Relation between intellectual ability and metacognitive skillfulness as predictors of learning performance of young students performing tasks in different domains (2008, methodology): “…on the generality vs. domain specifi city of metacognitive skills (Prins, 2002; Veenman, 1993; Veenman & Beishuizen, 2004; Veenman & Spaans, 2005; Veenman & Verheij, 2003), however, participants in the present study are young students (12 years), and the differences in tasks and domains are…”
- Metacognitive skills and intellectual ability of young adolescents: a longitudinal study from a developmental perspective (2014, background): “Veenman (1993; Veenman & Beishuizen, 2004; Veenman & Verheij, 2003; Veenman et al., 1997) described three, mutually exclusive models concerning the relation between intellectual ability and metacognitive skills as predictors of learning performance.”
- The relation between intellectual and metacognitive skills from a developmental perspective (2004, background): “Recently, Veenman and Verheij (2001) corroborated these results while comparing technical students’ problem- solving behavior on a paper-and-pencil model-construction task with discovery learning in Deton-lab.”
- The increasing role of metacognitive skills in math: a cross-sectional study from a developmental perspective (2010, result): “These results are similar to those for older age groups performing different tasks (Veenman & Beishuizen, 2004; Veenman & Verheij, 2003; Veenman et al., 2004).”
- Beyond intelligence: a meta-analytic review of the relationship among metacognition, intelligence, and academic performance (2018, background): “Other terms used to describe these activities include Bmetacognitive skills,^ Bmetacognitive skillfulness^ (Veenman and Verheij 2003), Bmetacognitive awareness^ (Schraw and Dennison 1994), Bmetacognitive self-regulation,^ and Bmetacognitive learning strategies^ (Pintrich et al.”
- The impact of intellectual ability and metacognition on learning: New support for the threshold of problematicity theory (2006, background): “However, in several empirical studies variance in learning outcomes at both ends of the curve was found, while intellectual ability still had little impact (Raaheim, 1988, 1991; Veenman & Elshout, 1999; Veenman & Verheij, 2003).”
- Metacognition, achievement goals, study strategies and academic achievement: pathways to achievement (2008, background): “According to the mixed model metacognition is related to intellectual ability to some extent, but also has a surplus value on top of intellectual ability for the prediction of novice learning (Veenman and Verheij 2003).”
- Metacognition and learning: conceptual and methodological considerations (2006, background): “…vein, Glaser, Schauble, Raghavan and Zeitz (1992) observed many differences in metacognitive activity between different tasks, whereas Veenman et al. (Veenman, Elshout & Meijer, 1997; Veenman & Verheij, 2003; Veenman et al., 2004) obtained strong support for the generality of metacognitive skills.”
- Metacognitive activities in text-studying and problem-solving: Development of a taxonomy (2006, methodology): “Apart from the described scoring method using the new taxonomy, the protocols were also scored by two other methods, based on Veenman’s work (Veenman, 1993; Veenman et al., 1997; Veenman & Verheij, 2001; Veenman et al., 2004).”