Zobrazeno 1 - 10
of 19
pro vyhledávání: '"Enio Galinkin Jelihovschi"'
Publikováno v:
Avaliação Psicológica, Vol 23, Iss 4, Pp 369-379 (2024)
ABSTRACT Gomes and Golino (2014) made an original statement, claiming that, in essence, academic self-reported questionnaires measure the academic metacognitive knowledge. However, their evidence derived from similar observable variables based on sel
Externí odkaz:
https://doaj.org/article/051f9a665ce6434b8d70069bb3d318f2
Publikováno v:
Psico-USF, Vol 29 (2024)
Abstract The Learning Approaches Scale (EABAP) showed evidence of structural and external validity in assessing the deep and surface approach of elementary and high school students. However, this evidence is supported only by participants from a sing
Externí odkaz:
https://doaj.org/article/f10a0e8491f7455cb129c3b4d8c582b3
Publikováno v:
Psicologia: Reflexão e Crítica, Vol 36, Iss 1, Pp 1-17 (2023)
Abstract Background The area of self-regulated learning integrates the fields of metacognition and self-regulation and assumes that the student is an active processor of information capable of self-regulating his learning by putting together the cogn
Externí odkaz:
https://doaj.org/article/a4f92991430b4992a7766050836b3bb0
Publikováno v:
Revista de Psicología, Vol 40, Iss 2 (2022)
Meta-analyses show that the correlations of approaches to learning with academic achievement are low. However, only one study has controlled these correlations in the presence of intelligence. Our study investigates the incremental validity of the su
Externí odkaz:
https://doaj.org/article/26a8cf85baa14807a7eb247eea8da3fb
Publikováno v:
European Journal of Education and Pedagogy. 3:112-123
The theory of students’ approaches to learning makes direct contributions to the teaching-learning process. For instance, it provides a conceptual repertoire that helps improve the teacher’s pedagogical practice and the student’s self-assessmen
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c57d7ff65fb69c010bc01180579844dc
https://doi.org/10.24018/ejedu.2022.3.6.497
https://doi.org/10.24018/ejedu.2022.3.6.497
Publikováno v:
International Journal of Educational Methodology. 8:687-698
The field of studies in metacognition points to some limitations in the way the construct has traditionally been measured and shows a near absence of performance-based tests. The Meta-Text is a performance-based test recently created to assess compon
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6d6dc5591982da8c76632a7bf904df2c
https://doi.org/10.12973/ijem.8.4.687
https://doi.org/10.12973/ijem.8.4.687
Publikováno v:
Revista de Psicología. 40:905-933
Meta-analyses show that the correlations of approaches to learning with academic achievement are low. However, only one study has controlled these correlations in the presence of intelligence. Our study investigates the incremental validity of the su
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a428b721e4729557fbdd349695122748
https://doi.org/10.18800/psico.202202.010
https://doi.org/10.18800/psico.202202.010
Autor:
Cristiano Mauro Assis Gomes, Josiany Soares Quadros, Jhonys de Araujo, Enio Galinkin Jelihovschi
Publikováno v:
Estudos de Psicologia (Natal), Vol 25, Iss 1, Pp 33-43 (2020)
The field of learning approach studies measures its constructs exclusively using self-report instruments. Recently created, SLAT-Thinking is the first test to measure performance approaches in a task that requires the respondent to identify the autho
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doajarticles::15df612fe3896da3fa7d7975746e4401
http://pepsic.bvsalud.org/pdf/epsic/v25n1/a04v25n1.pdf
http://pepsic.bvsalud.org/pdf/epsic/v25n1/a04v25n1.pdf
Publikováno v:
Trends in Psychology. 28:99-117
Science teaching is one of the most important tools for developing individuals’ critical thinking skills. Therefore, studies about achievement predictors of science teaching are increasingly being performed in order to provide evidence of what coul
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::fa21f18f0d9273b9adc64f99c82454b8
https://doi.org/10.9788/s43076-019-00002-5
https://doi.org/10.9788/s43076-019-00002-5
Publikováno v:
Revista Avaliação Psicológica. 19:87-96
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ac25e80554a8fc215f9d2e3127b10f91
https://doi.org/10.15689/ap.2020.1901.17737.10
https://doi.org/10.15689/ap.2020.1901.17737.10