Using cognitive and metacognitive prompts and public disclosure to foster changes in task value, motivation to self-regulate, and achievement
Facilitating a classroom culture of openness has been positively linked with student outcomes, including task value, motivation, and achievement. The proposed study investigates the impact manipulating classroom culture by disclosing student responses to cognitive and metacognitive prompts during l...
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| Format: | Others |
| Language: | English |
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2012
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| Online Access: | http://hdl.handle.net/2152/ETD-UT-2011-12-4692 |