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- URN zum Zitieren dieses Dokuments:
- urn:nbn:de:bvb:355-epub-456181
- DOI zum Zitieren dieses Dokuments:
- 10.5283/epub.45618
Zusammenfassung
Although studies show relations between implicit theories about ability (ITs) and cognitive as well as metacognitive learning strategy use, existing studies suffer from an overreliance on broad-brush self-report measures of strategy use and limited ecological validity. Moreover, studies rarely examine younger students, and research on ITs and how much students benefit from interventions on ...
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