An examination of how personality traits and implicit theories of intelligence affect metacognitive control over study-time allocation.
Effective monitoring and control over one’s thinking, or effective metacognition, is a central component to many cognitive tasks and thus is essential to optimize learning (Metcalfe, 1993; Paul, 1992; Reder, 1987; Reder & Ritter, 1992; Schneider & Lockl, 2002; Simon & Newell, 1971; Willi...
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| Language: | English |
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2017
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| Online Access: | https://doi.org/10.7916/D8H13DHV |