Self-regulatory and metacognitive instruction regarding student conceptions: influence on students’ self-efficacy and cognitive load

Self-regulatory and metacognitive instruction regarding student conceptions can help students become metacognitively (or more specifically, metaconceptually) aware of their conceptions and self-regulate their intuitive conceptions in scientific contexts when they are not appropriate. Two approaches...

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Bibliographic Details

Published in:	Frontiers in Psychology
Main Authors:	Tim Hartelt, Helge Martens
Format:	Article
Language:	English
Published:	Frontiers Media S.A. 2024-10-01
Subjects:	self-regulated learning metacognition self-assessment student conceptions self-efficacy cognitive load
Online Access:	https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1450947/full