Cited by 85Innovative Teaching and Learning MethodsEducational Strategies and EpistemologiesMemory Processes and Influences

Fifth graders metacognitive knowledge: general or domain-specific?

Neuenhaus, Nora, Artelt, Cordula, Lingel, Klaus, Schneider, Wolfgang·2011·European Journal of Psychology of Education

Integrity signals

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Crossref · 10.1007/s10212-010-0040-7

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58 of 58 references verified0 citation errors · 0 not checkable

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  • Previous scenario-based measures aiming to capture predominantly metacognitive knowledge have provided good reasons for investing effort in developing and using these tools.

    “Previous scenario-based measures aiming to capture predominantly metacognitive knowledge have provided good reasons for investing effort in developing and using these tools (e.g., Händel et al. 2014;Maag Merki et al. 2013;Neuenhaus et al. 2011).”

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Authors
Neuenhaus, N., Artelt, C., Lingel, K., & Schneider, W.
Affiliations
  • University of Bamberg (DE)
  • University of Würzburg (DE)
Corresponding author
Neuenhaus, Nora
Venue
European Journal of Psychology of Education
Published
2010-07-20
Volume
26
Issue
2
Pages
163-178
ISSN
  • 0256-2928 (ISSN-L)
  • 1878-5174
OpenAlex
W2091687992
Cited by
85
References
58
Citations by year
2026: 3 · 2025: 7 · 2024: 6 · 2023: 5 · 2022: 6 · 2021: 7 · 2020: 4 · 2019: 8 · 2018: 8 · 2017: 4 · 2016: 8 · 2015: 4 · 2014: 8 · 2013: 5 · 2012: 1
FWCI
4.30
Type
journal article
Language
en
Open access
closed
Locations
European Journal of Psychology of Education (publishedVersion)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
  • Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
  • Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
Keywords
metacognitive knowledge, domain specificity, domain transferability, fifth grade students, academic performance, reading, mathematics, metacognitive development

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