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Metacognitive realism : A cognitive style or a learning strategy ?
Jans, Véronique; Leclercq, Dieudonné
1997In Educational Psychology, 17 (1-2), p. 101-110
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Keywords :
cognive psychology; Metacognition; Learning strategies; Learning theories; Learning Processes
Abstract :
[en] Learning implies the learner's ability to make a series of decisions and, in particular, the capacity to assess the quality and reliability of one's own knowledge incapsulated in the question: 'How far do I already know the content I am supposed to learnt?' The authors address the following issues: (1) Is realism in metacognition a stable trait in learners?; (2) If not, by what is it influenced?. After a short review of the literature on the topic and the examination of experimental evidence, metacognition is considered as both a style and a strategy. The need for a taxonomy of metacognitive realism is demonstrated in order to clarify the topic and to facilitate applied research.
Disciplines :
Education & instruction
Author, co-author :
Jans, Véronique
Leclercq, Dieudonné  ;  Université de Liège - ULiège > Département d'éducation et formation > Technologie de l'éducation
Language :
English
Title :
Metacognitive realism : A cognitive style or a learning strategy ?
Publication date :
1997
Journal title :
Educational Psychology
ISSN :
0144-3410
eISSN :
1469-5820
Publisher :
Carfax Publishing, United Kingdom
Volume :
17
Issue :
1-2
Pages :
101-110
Peer reviewed :
Peer Reviewed verified by ORBi
Available on ORBi :
since 05 November 2009

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