Teachers have an important role in promoting the development of metacognition and self-regulated learning in students. This study aims to reveal the beliefs and practices of pre-university teachers regarding the best teaching strategies that can be used in the classroom to facilitate the development of students' metacognition and self-regulated…

This paper reports on the results of an exploratory study that employed the concurrent think-aloud method to investigate narrative text-creating strategies of multilingual Transylvanian-Hungarians in English, their third language. The study explored the participants' reliance on their different languages as they composed a story in English based…

This study was conducted with the purpose of analyzing high school students' approach to problem solving activities, namely the metacognitive abilities and the strategies they employ. The results show that although students apply basic strategies well, they use a trial-and-error approach, they give-up when faced with difficulties and have…

This article presents a research on 258 secondary school pupils' (10-15 years old, 5th-8th grades) self-regulated learning skills as self-efficacy, self-judgement, self-reaction and their interest for studying Mathematics.

Self-regulated school learning behavior includes the activation of a relatively large number of psychological dimensions. Among the most important self-regulation constructs that influence school learning are: learning goals, personal self-efficacy, metacognition and test-anxiety. The adaptive functioning of these is associated with high…

The universities and faculties which educate teachers of mathematics for teaching pupils/students of any age group from pre-school age to higher education carefully monitor and compare valuable results of this research, detect the areas in which the mathematical achievements of pupils should be improved at the national level and propose the ways…