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An Analysis of the Effects of Integrated Instruction of Metacognitive and Study Skills upon the Self-Efficacy and Achievement of Male and Female Students.
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Higgins, Barbara Ann – 2000
The impact of using integrated metacognitive instruction on high school students' achievement, self-efficacy, and test anxiety was studied. Forty students in 2 advanced geography classes in a large suburban high school participated. The level of metacognitive strategies students used at the beginning of the semester was assessed and compared to…
Descriptors: Academic Achievement, Females, Geography, High School Students