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Evaluating the metacognitive awareness inventory using empirical factor-structure evidence

Harrison, George M., Vallin, Lisa M.·2018·Metacognition and Learning

DOI 10.1007/s11409-017-9176-z

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Authors: Harrison, G. M., & Vallin, L. M.
Affiliations: University of Hawaiʻi at Mānoa (US)
Corresponding author: Harrison, George M.
ORCID: Harrison, George M.
Venue: Metacognition and Learning
Publisher: Springer Science and Business Media LLC
Published: 2017-07-24
Volume: 13
Issue: 1
Pages: 15-38
ISSN: 1556-1623 (ISSN-L)
1556-1631
DOI: 10.1007/s11409-017-9176-z
OpenAlex: W2738454914
Cited by: 182
References: 93
Citations by year: 2026: 21 · 2025: 23 · 2024: 27 · 2023: 28 · 2022: 25 · 2021: 29 · 2020: 17 · 2019: 7 · 2018: 4 · 2017: 1
FWCI: 7.03
Type: journal article
Language: en
Open access: closed
Licence: www.springer.com/tdm (unspecified)
Locations: Metacognition and Learning (publishedVersion)
Topics: Social Sciences › Decision Sciences › Management Science and Operations Research › Psychometric Methodologies and Testing
Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
Keywords: Metacognitive Awareness Inventory, metacognition, metacognitive knowledge, metacognitive regulation, factor structure, instrument validation, item response theory, score calculation, time invariance, undergraduate students

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Evaluating the metacognitive awareness inventory using empirical factor-structure evidence

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