Fifth graders metacognitive knowledge: general or domain-specific?
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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).”
From Transfer of metacognitive skills in self-regulated learning: an experimental training study (2020) · cites this paper as Neuenhaus et al. 2011
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Transfer of metacognitive skills in self-regulated learning: an experimental training study
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Assessment of metacognitive knowledge in students with special educational needs
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Self-citation
- 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
- Licence
- www.springer.com/tdm (tdm)
- 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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