Promoting self-regulation in science education : metacognition as part of a broader perspective on learning von Schraw, Gregory, Crippen, Kent J, Hartley, Kendall

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Promoting general metacognitive awareness von SCHRAW, GREGORY

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Situational Interest: A Review of the Literature and Directions for Future Research von Schraw, Gregory, Lehman, Stephen

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Current Themes and Future Directions in Epistemological Research: A Commentary von Schraw, Gregory

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Metacognitive Theories von Schraw, Gregory, Moshman, David

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Increasing Situational Interest in the Classroom von Schraw, Gregory, Flowerday, Terri, Lehman, Stephen

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Processing and Recall Differences Among Seductive Details von Schraw, Gregory

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Reader Beliefs and Meaning Construction in Narrative Text von Schraw, Gregory

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Self-efficacy beliefs in college statistics courses von Finney, Sara J, Schraw, Gregory

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Effect of Choice on Cognitive and Affective Engagement von Flowerday, Terri, Schraw, Gregory

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Assessing Metacognitive Awareness von Schraw, Gregory, Dennison, Rayne Sperling

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The Role of Choice and Interest in Reader Engagement von Flowerday, Terri, Schraw, Gregory, Stevens, Joseph

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The Effect of Relevance Instructions on Reading Time and Learning von McCrudden, Matthew T, Schraw, Gregory, Kambe, Gretchen

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Situational Interest in Literary Text von Schraw, Gregory

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The Effect of Knowledge and Strategy Training on Monitoring Accuracy von Nietfeld, John L., Schraw, Gregory

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The Effect of Metacognitive Knowledge on Local and Global Monitoring von Schraw, Gregory

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Measures of feeling-of-knowing accuracy: A new look at an old problem von Schraw, Gregory

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A Further Test of the General Monitoring Skill Hypothesis von Schraw, Gregory, Nietfeld, John

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The Effect of Generalized Metacognitive Knowledge on Test Performance and Confidence Judgments von Schraw, Gregory

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Using an Interactive, Compensatory Model of Learning To Improve Chemistry Teaching von Crippen, Kent J, Schraw, Gregory, Brooks, David W

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