NotesFAQContact Us
Collection
Advanced
Search Tips
Showing 301 to 315 of 14,211 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Senko, Corwin; Perry, Andrew H.; Greiser, Melissa – Journal of Educational Psychology, 2022
Educators often use stories, humor, surprise, images, or other ploys to catch students' interest. This form of interest, often called "situational interest" because of how it is triggered by contextual cues, can facilitate learning to some degree. Yet it also may carry risks. This article proposes one such potential risk: flawed…
Descriptors: Learner Engagement, Metacognition, Expectation, College Students
Peer reviewed Peer reviewed
Direct linkDirect link
Haataja, Eetu; Malmberg, Jonna; Dindar, Muhterem; Järvelä, Sanna – Metacognition and Learning, 2022
Being aware of the progress towards one's goals is considered one of the main characteristics of the self-regulation process. This is also the case for collaborative problem solving, which invites group members to metacognitively monitor the progress with their goals and externalize it in social interactions while solving a problem. Monitoring…
Descriptors: Cooperative Learning, Problem Solving, Metacognition, Physiology
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Preiss, David D. – Journal of Intelligence, 2022
The goal of this article is to review work on mind wandering, metacognition and creativity in order to consider their relationship with cognitive flexibility. I introduce a model of the role that mind wandering and metacognition have in the generation and exploration of novel ideas and products in the creative process. I argue that managing the…
Descriptors: Metacognition, Attention Control, Cognitive Ability, Creativity
Peer reviewed Peer reviewed
Direct linkDirect link
Zümbül, Saadet; Kagnici, Dilek Yelda – International Journal for the Advancement of Counselling, 2022
The purpose of this study was to investigate the mediating role of mindfulness in the relationship between emotional distress tolerance and coping styles of Turkish university students. The sample of the study included 453 undergraduate students from a public university in Turkey. Participants completed the R-COPE, Distress Tolerance Scale,…
Descriptors: Foreign Countries, Undergraduate Students, Emotional Experience, Coping
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Ball, Jonathon Aaron; Holyoke, Laura; Heward, Heather; Kokenge, Elise; Jenkins, Nanci; Wilson, Shannon – American Association for Adult and Continuing Education, 2022
This phenomenological study explored the concept of profound moments. We previously defined a profound moment as an experience that intentionally or unintentionally continues to surface in our consciousness, has transformed our fundamental perspectives, and has been integrated into how we live. Selected participants had experienced highly…
Descriptors: Phenomenology, Learning Experience, Personality, Metacognition
Peer reviewed Peer reviewed
Direct linkDirect link
Zheng Liang; Riman Ga; Han Bai; Qingbai Zhao; Guixian Wang; Qing Lai; Shi Chen; Quanlei Yu; Zhijin Zhou – British Journal of Educational Technology, 2025
Video-based learning (VBL) is popular, yet students tend to learn video material passively. Instilling teaching expectancy is a strategy to promote active processing by learners, but it is unclear how effective it will be in improving VBL. This study examined the role of teaching expectancy on VBL by comparing the learning outcomes and…
Descriptors: Eye Movements, Teacher Expectations of Students, Video Technology, Educational Strategies
Peer reviewed Peer reviewed
Direct linkDirect link
Joachim Wirth; Xenia-Lea Weber-Reuter; Corinna Schuster; Jens Fleischer; Detlev Leutner; Ferdinand Stebner – Educational Psychology Review, 2025
Training of self-regulated learning is most effective if it supports learning strategies in combination with metacognitive regulation, and learners can transfer their acquired metacognitive regulation skills to different tasks that require the use of the same learning strategy (near transfer). However, whether learners can transfer metacognitive…
Descriptors: Foreign Countries, Grade 6, Grade 5, Metacognition
Peer reviewed Peer reviewed
Direct linkDirect link
Jodie Torrington; Matt Bower; Emma C. Burns – British Journal of Educational Technology, 2024
It is well-established that being a self-regulated learner is beneficial academically, motivationally and is considered essential for productive life-long learning. Despite this, there is limited evidence examining how different measures of self-regulation for learning (SRL) relate to task performance for young students learning in digital…
Descriptors: Elementary School Students, Elementary Education, Electronic Learning, Independent Study
Peer reviewed Peer reviewed
Direct linkDirect link
Antonia Szymanski; Tristan Szymanski – Gifted Child Today, 2024
The impact that the practice of mindfulness has on young gifted children has yet to be fully explored in today's literature. In adults, mindfulness has been demonstrated to help reduce anxiety, depression, stress, and improve self-regulation. Children are known to struggle with these issues as well. The findings of this exploratory qualitative…
Descriptors: Academically Gifted, Gifted Education, Metacognition, Stress Management
Peer reviewed Peer reviewed
Direct linkDirect link
Yoonhee Shin; Jaewon Jung; Hyun Ji Lee – Metacognition and Learning, 2024
This study investigated the effects of concept-oriented faded in worked-out examples (WOE) and metacognitive scaffolding on learners' transfer performance and motivation in programming education. Two types of faded in WOE and metacognitive scaffolding were provided. A total of 140 participants were randomly assigned into one of four groups, with…
Descriptors: Metacognition, Concept Formation, Scaffolding (Teaching Technique), Learning Processes
Peer reviewed Peer reviewed
Direct linkDirect link
Yamini Hariharan; Christopher Meiers; Catherine Robert; Marilee Bresciani Ludvik – Journal of Research in Innovative Teaching & Learning, 2024
Purpose: The aim of this paper is to explore mindfulness and self-compassion teachings and practices embedded in a leadership course and their outcome on stress regulation of doctoral-level students. Design/methodology/approach: Eight valid and reliable pre-and post-assessment inventories were administered prior to the first week of class and…
Descriptors: Stress Management, Leadership Training, Doctoral Students, Self Management
Peer reviewed Peer reviewed
Direct linkDirect link
Jonathan N. Thomas; Cindy Jong; Molly H. Fisher – Mathematics Teacher: Learning and Teaching PK-12, 2024
Teachers' actions matter greatly in the mathematics classroom, but it is not always clear what guides their actions or from where they come. As teachers strive to create rich and engaging learning environments, how they capitalize on a particular moment is often unclear. Sometimes just identifying potential pathways to take can be challenging. In…
Descriptors: Metacognition, Decision Making, Mathematics Instruction, Equal Education
Peer reviewed Peer reviewed
Direct linkDirect link
Caimeng Liu; Guangzhe Frank Yuan; Hong Wang Fung; Jingjing Zhao; Wei Shi; Yuanyuan An; Jiaxin Liu – Journal of School Violence, 2024
Prior research has documented that mindfulness is negatively associated with aggressive behaviors. Recently, studies have examined mediating psychological constructs that account for the relationships between mindfulness and cyberbullying perpetration. The purpose of the current study was to examine the longitudinal relationship between…
Descriptors: Self Esteem, Empathy, Metacognition, Bullying
Peer reviewed Peer reviewed
Direct linkDirect link
Qiuchen Yu; Jiangfeng Gou; Yan Li; Zhongling Pi; Jiumin Yang – British Journal of Educational Technology, 2024
Instructional videos risk overloading learners' limited working memory resources due to the transient information effect. Learner control is one way to mitigate this concern, but has shown almost zero overall effect and considerable heterogeneity. Consequently, it is essential to identify when learner control is most beneficial. The present study…
Descriptors: Video Technology, Audiovisual Aids, Cues, Student Behavior
Peer reviewed Peer reviewed
Direct linkDirect link
Hillary E. Merzdorf; Donna Jaison; Morgan B. Weaver; Julie Linsey; Tracy Hammond; Kerrie A. Douglas – Journal of Engineering Education, 2024
Background: Sketching exists in many disciplines and varies in how it is assessed, making it challenging to define fundamental sketching skills and the characteristics of a high-quality sketch. For instructors to apply effective strategies for teaching and assessing engineering sketching, a clear summary of the constructs, metrics, and objectives…
Descriptors: Freehand Drawing, Engineering Education, Educational Research, Design
Pages: 1  |  ...  |  17  |  18  |  19  |  20  |  21  |  22  |  23  |  24  |  25  |  ...  |  948