Zobrazeno 1 - 9
of 9
pro vyhledávání: '"Natalie S. Bayard"'
Autor:
Claudia M. Roebers, Mariëtte H. van Loon, Florian J. Buehler, Natalie S. Bayard, Martina Steiner, Eva A. Aeschlimann
Publikováno v:
Acta Psychologica, Vol 220, Iss , Pp 103399- (2021)
Two independent data sets assessing children's metacognitive monitoring abilities were used to explore the psychometric properties of classical and often-used monitoring measures in primary school age. Theoretically, monitoring is an overarching skil
Externí odkaz:
https://doaj.org/article/b81c4842b417438dbc8b0994dfc102ba
Publikováno v:
Metacognition and Learning
van Loon, Mariëtte H.; Bayard, Natalie S.; Steiner, Martina; Roebers, Claudia M. (2020). Connecting teachers’ classroom instructions with children’s metacognition and learning in elementary school. Metacognition and learning, 16(3), pp. 623-650. Springer 10.1007/s11409-020-09248-2
van Loon, Mariëtte H.; Bayard, Natalie S.; Steiner, Martina; Roebers, Claudia M. (2020). Connecting teachers’ classroom instructions with children’s metacognition and learning in elementary school. Metacognition and learning, 16(3), pp. 623-650. Springer 10.1007/s11409-020-09248-2
Many children have difficulties with accurate self-monitoring and effective regulation of study, and this may cause them to miss learning opportunities. In the classroom, teachers play a key role in supporting children with metacognition and learning
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::bd09137b2ea9f4ef72c69442d8a74462
http://europepmc.org/articles/PMC8616875
http://europepmc.org/articles/PMC8616875
Autor:
Natalie S. Bayard, Martina Steiner, Florian J. Buehler, Claudia M. Roebers, Mariëtte H. van Loon
Publikováno v:
Metacognition and Learning
Buehler, Florian J.; van Loon, Mariëtte H.; Bayard, Natalie S.; Steiner, Martina; Roebers, Claudia M. (2021). Comparing metacognitive monitoring between native and non-native speaking primary school students. Metacognition and learning, 16(3), pp. 749-768. Springer 10.1007/s11409-021-09261-z
Buehler, Florian J.; van Loon, Mariëtte H.; Bayard, Natalie S.; Steiner, Martina; Roebers, Claudia M. (2021). Comparing metacognitive monitoring between native and non-native speaking primary school students. Metacognition and learning, 16(3), pp. 749-768. Springer 10.1007/s11409-021-09261-z
Metacognitive monitoring is a significant predictor of academic achievement and is assumed to be related to language competencies. Hence, it may explain academic performance differences between native and non-native speaking students. We compared met
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::d7dcfca088cc3e7ea5406a44da26f346
http://europepmc.org/articles/PMC8616870
http://europepmc.org/articles/PMC8616870
Publikováno v:
Bayard, Natalie S.; van Loon, Mariëtte H.; Steiner, Martina; Roebers, Claudia M. (2021). Developmental Improvements and Persisting Difficulties in Children’s Metacognitive Monitoring and Control Skills: Cross-Sectional and Longitudinal Perspectives. Child development, 92(3), pp. 1118-1136. Wiley 10.1111/cdev.13486
Child Development
Child Development
This study investigated age-dependent improvements of monitoring and control in 7/8- and 9/10-year-old children. We addressed prospective (judgments of learning and restudy selections) and retrospective metacog- nitive skills (confidence judgments an
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::85bfb359c1d8ce30e4a26ea4f9ba16c2
https://doi.org/10.1111/cdev.13486
https://doi.org/10.1111/cdev.13486
Publikováno v:
Metacognition and Learning
This study investigated elementary school children’s development of monitoring and control when learning from texts. Second (N = 138) and fourth (N = 164) graders were tested in the middle (T1) and end (T2) of the school year. The study focused on
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::57503550e918c1513f4109877346f56f
https://doi.org/10.1007/s11409-019-09208-5
https://doi.org/10.1007/s11409-019-09208-5
Autor:
Martina Steiner, Mariëtte H. van Loon, Florian J. Buehler, Eva A. Aeschlimann, Claudia M. Roebers, Natalie S. Bayard
Publikováno v:
Acta Psychologica, Vol 220, Iss, Pp 103399-(2021)
Roebers, Claudia M.; van Loon, Mariëtte H.; Buehler, Florian J.; Bayard, Natalie S.; Steiner, Martina; Aeschlimann, Eva A. (2021). Exploring psychometric properties of children' metacognitive monitoring. Acta psychologica, 220, p. 103399. Elsevier 10.1016/j.actpsy.2021.103399
Roebers, Claudia M.; van Loon, Mariëtte H.; Buehler, Florian J.; Bayard, Natalie S.; Steiner, Martina; Aeschlimann, Eva A. (2021). Exploring psychometric properties of children' metacognitive monitoring. Acta psychologica, 220, p. 103399. Elsevier 10.1016/j.actpsy.2021.103399
Two independent data sets assessing children's metacognitive monitoring abilities were used to explore the psychometric properties of classical and often-used monitoring measures in primary school age. Theoretically, monitoring is an overarching skil
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::7bef447cd8939823f9ae3025b22b9e14
Publikováno v:
van Loon, Mariëtte; Bayard, Natalie S.; Steiner, Martina; Roebers, Claudia M. (2022). The accuracy and annual rank-order stability of elementary school children's self-monitoring judgments. Journal of Applied Developmental Psychology, 80, p. 101419. Elsevier 10.1016/j.appdev.2022.101419
The present study investigated age-related development in children's metacognitive self-monitoring skills; eight-year-olds (N = 140) and ten-year-olds (N = 164) were compared. Children learned paired associates and completed a recognition test. Two t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::7666565618eb9ae06aaa8607267c14d7
https://doi.org/10.1016/j.appdev.2022.101419
https://doi.org/10.1016/j.appdev.2022.101419
Publikováno v:
Developmental psychology. 55(10)
Although the literature consistently documents strong improvements in metacognitive skills over the elementary school years, relatively little is known about the mechanisms fueling these developments. One factor that is being discussed in the literat
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::8b65b8ad56c492f3053115029a0b7ba2
https://pubmed.ncbi.nlm.nih.gov/31343230
https://pubmed.ncbi.nlm.nih.gov/31343230
Publikováno v:
Metacognition and Learning. 15:29-30
The article Development of Children’s monitoring and control when learning from texts: effects of age and test format, written by Martina Steiner, Mariette H. van Loon, Natalie S. Bayard and Claudia M. Roebers, was originally published electronical
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::477b5899ef6588500bbf4fb0c186286c
https://doi.org/10.1007/s11409-019-09218-3
https://doi.org/10.1007/s11409-019-09218-3