Effects of metacognition instruction on postsecondary student self-efficacy
The current study proposes an examination of the effects of metacognitive prompting on participants’ self-efficacy when completing a computer-based algebra lesson. Participants will be randomly assigned from the Educational Psychology subject pool. The experimental design contains 4 conditions: befo...
| Main Author: | |
|---|---|
| Format: | Others |
| Language: | English |
| Published: |
2011
|
| Subjects: | |
| Online Access: | http://hdl.handle.net/2152/12580 |