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On Students' Metamotivational Knowledge of Self-Determination
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Yu, Shi; Zhang, Fengjiao; Nunes, Ludmila D. – Metacognition and Learning, 2023
Metamotivational knowledge is a burgeoning area of study. It refers to people's knowledge about motivation, and it has been shown to contribute to motivation and behavioral outcomes. The current study bridges metamotivational knowledge with self-determination theory (SDT), one of the most prominent theories of academic motivation. SDT proposes…
Descriptors: Metacognition, Self Determination, Academic Achievement, Student Motivation
Conceptions, Self-Regulation, and Strategies of Learning Science among Chinese High School Students
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Li, Mang; Zheng, Chunping; Liang, Jyh-Chong; Zhang, Yun; Tsai, Chin-Chung – International Journal of Science and Mathematics Education, 2018
This study explored the structural relationships among secondary school students' conceptions, self-regulation, and strategies of learning science in mainland China. Three questionnaires, namely conceptions of learning science (COLS), self-regulation of learning science (SROLS), and strategies of learning science (SLS) were developed for…
Descriptors: Foreign Countries, Secondary School Science, Science Instruction, Student Attitudes
The Moderating Role of Self-Regulated Learning in Job Characteristics and Attitudes towards Web-Based Continuing Learning in the Airlines Workplace
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Lin, Xiao-fan; Liang, Jyh-Chong; Tsai, Chin-Chung; Hu, Qintai – Australasian Journal of Educational Technology, 2018
With the increasing importance of adult and continuing education, the present study aimed to examine the factors that influence continuing web-based learning at work. Three questionnaires were utilised to investigate the association of the job characteristics from Karasek et al.'s (1998) job demand-control-support model and the self-regulated…
Descriptors: Air Transportation, Metacognition, Web Based Instruction, Professional Continuing Education
A Holistic Model to Infer Mathematics Performance: The Interrelated Impact of Student, Family and School Context Variables
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Zhao, Ningning; Valcke, Martin; Desoete, Annemie; Zhu, Chang; Sang, Guoyuan; Verhaeghe, JeanPierre – Scandinavian Journal of Educational Research, 2014
The present study aims at exploring predictors influencing mathematics performance. In particular, the study focuses on internal students' characteristics (gender, age, metacognitive experience, mathematics self-efficacy) and external contextual factors (GDP of school location, parents' educational level, teachers' educational level, and teacher…
Descriptors: Foreign Countries, Mathematics Achievement, Predictor Variables, Elementary School Students
Self-Regulation in Online Learning
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Cho, Moon-Heum; Shen, Demei – Distance Education, 2013
The purpose of this study was to examine the role of goal orientation and academic self-efficacy in student achievement mediated by effort regulation, metacognitive regulation, and interaction regulation in an online course. The results show that intrinsic goal orientation and academic self-efficacy predicted students' metacognitive…
Descriptors: Self Management, Online Courses, Electronic Learning, Metacognition
Do Chinese Students' Perceptions of Test Value Affect Test Performance? Mediating Role of Motivational and Metacognitive Regulation in Test Preparation
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Hong, Eunsook; Peng, Yun – Learning and Instruction, 2008
The effect of Chinese students' perceived test value on test performance was examined with motivational and metacognitive regulation during test preparation as mediating constructs. Participants were 7th (N = 326) and 11th graders (N = 391) in China. Two path models were examined. Students' perceived test value had a significant direct effect on…
Descriptors: Student Attitudes, Age Differences, Metacognition, Path Analysis