Psihologijske teme, Vol. 23 No. 1, 2014.

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How Does Metacognition Contribute to the Regulation of Learning? An Integrative Approach (str. 1-30)

Anastasia Efklides
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High School Students' Adaptation of Task Definitions, Goals and Plans to Task Complexity – The Impact of Epistemic Beliefs (str. 31-52)

Stephanie Pieschl, Freia Stallmann, Rainer Bromme
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Examining Change in Metacognitive Knowledge and Metacognitive Control During Motor Learning: What Can be Learned by Combining Methodological Approaches? (str. 53-76)

Claire Sangster Jokić, David Whitebread
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Development of Metacognitive Knowledge of Reading Strategies and Attitudes Toward Reading in Early Adolescence: The Effect on Reading Comprehension (str. 77-98)

Svjetlana Kolić-Vehovec, Barbara Rončević Zubković, Rosanda Pahljina-Reinić
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Assessing Developmental Differences inMetacognitive Skills With Computer Logfiles: Gender by Age Interactions (str. 99-113)

Marcel V.J. Veenman, Rob D. Hesselink, Shannon Sleeuwaegen, Sophie I.E. Liem, Marieke G.P. Van Haaren
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Metacognitive Knowledge in Relation to Inquiry Skills and Knowledge Acquisition Within a Computer-Supported Inquiry Learning Environment (str. 115-141)

Zrinka Ristić Dedić
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Metacognitive Judgments and Syllogistic Reasoning (str. 143-166)

Igor Bajšanski, Maja Močibob, Pavle Valerjev
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Neuroimaging Evidence of Comprehension Monitoring (str. 167-187)

Linda Baker, Alisa Zeliger-Kandasamy, Laura U. DeWyngaert
Pregledni rad

Posjeta: 31.114 *