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11.
Monitoring one’s own study processes accurately is important in self-regulated learning. This study compared a treatment (N = 45) and comparison class (N = 39) on the effects of monitoring exercises and feedback on calibration and test performance over a 16-week undergraduate
course. Path analyses revealed a significant influence of the intervention on class performance, calibration, and self-efficacy.
The results suggest the appropriateness of integrating distributed metacognitive exercises in class content and the fundamental
role of monitoring ability in performance-based course outcomes and self-efficacy. 相似文献
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Allan Findlay Helen Packwood David McCollum Glenna Nightingale Scott Tindal 《Globalisation, Societies & Education》2018,16(2):162-175
ABSTRACTAre intra-national student flows driven by the same forces as international student mobility? This paper addresses this question by analysing cross-border student mobility in the UK. The paper identifies four principles that one might expect to drive the destination choices of students from Scotland enrolling in English universities. Following a statistical analysis of student destination choices, it is argued that cross-border moves from Scotland to England are stimulated by some of the same global forces as international student mobility (such as a desire to accumulate cultural capital), but in terms of destination choice the imaginaries held by Scottish students of ‘good’ places to study in England to accumulate cultural capital are constructed differently from the imaginaries of international students. 相似文献
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白亚仁 《南京师范大学文学院学报》2011,(2):55-60,18
本文对清代作家钮琇所撰《觚剩》中的名篇《睐娘》进行考证,包括故事的发生地、人物原型、姓氏、家族关系、作者与故事人物的关系、历史背景等。另外,本文也对《睐娘》中的虚构成分作出适当的评介。 相似文献
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Using a sample of 49 prelingually deaf youths, test results of the Hiskey-Nebraska Test of Learning Aptitude (H-NTLA) and the WISC-R Performance Scales for Deaf Children were compared. The H-NTLA was administered using the standard demonstration and/or pantomine instructions, while a total communication directional set was used with the WISC-R. A Pearson product-moment correlation of .913 between the two instruments demonstrated overwhelming commonality and supported the hypothesis that the WISC-R Performance IQ may provide a conveneint alternative to the Hiskey-Nebraska when the score is computed using the Anderson and Sisco deaf norms and a total communication approach for administration. 相似文献
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WISC-Rs and Stanford-Binets were administered to 50 children with developmental disabilities referred for comprehensive evaluations. Although the two IQs correlated highly and significantly, it was found that 54% of the children received different classifications using the two instruments. Thus, testers should be aware that different classifications of intellectual level may be derived for the same child depending upon which test is used. 相似文献
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