Do Implicit Theories About Ability Predict Self-Reports and Behavior-Proximal Measures of Primary School Students’ In-Class Cognitive and Metacognitive Learning Strategy Use?

URN to cite this document:: urn:nbn:de:bvb:355-epub-456181
DOI to cite this document:: 10.5283/epub.45618

Matthes, Benjamin ; Stoeger, Heidrun

Preview

License: Creative Commons Attribution 4.0
PDF - Published Version
(1MB)

Date of publication of this fulltext: 26 Jun 2021 18:20

Alternative links to fulltext:DOI Publisher

Details

Preview

Indexed in

Export bibliographical data

Abstract

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 ...