articles_2014_23_1 - Odsjek za psihologiju - Filozofski fakultet u Rijeci

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Vol 23, No. 1, 2014

METACOGNITION

Svjetlana Kolić-Vehovec, Barbara Rončević Zubković

How Does Metacognition Contribute to the Regulation of Learning? An Integrative Approach

(pp. 1-30)

Anastasia Efklides

High School Students' Adaptation of Task Definitions, Goals and Plans to Task Complexity – The Impact of Epistemic Beliefs

(pp. 31-52)

Stephanie Pieschl, Freia Stallmann, Rainer Bromme

Examining Change in Metacognitive Knowledge and Metacognitive Control During Motor Learning: What Can be Learned by Combining Methodological Approaches?

(pp. 53-76)

Claire Sangster Jokić, David Whitebread

Development of Metacognitive Knowledge of Reading Strategies and Attitudes Toward Reading in Early Adolescence: The Effect on Reading Comprehension

(pp. 77-98)

Svjetlana Kolić-Vehovec, Barbara Rončević Zubković, Rosanda Pahljina-Reinić

Assessing Developmental Differences in Metacognitive Skills With Computer Logfiles: Gender by Age Interactions

(pp. 99-113)

Marcel V.J. Veenman, Rob D. Hesselink, Shannon Sleeuwaegen, Sophie I.E. Liem,

Marieke G.P. Van Haaren

Metacognitive Knowledge in Relation to Inquiry Skills and Knowledge Acquisition Within a Computer-Supported Inquiry Learning Environment

(pp. 115-141)

Zrinka Ristić Dedić

(pp. 143-165)

Igor Bajšanski, Maja Močibob, Pavle Valerjev

(pp. 167-187)

Linda Baker, Alisa Zeliger-Kandasamy, Laura U. DeWyngaert