Effects of metacognition instruction on postsecondary student self-efficacy

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dc.contributor.advisorSvinicki, Marilla D., 1946-en
dc.creatorRoberts, Frank Warneren
dc.date.accessioned2011-07-26T18:17:08Zen
dc.date.accessioned2017-05-11T22:22:57Z
dc.date.available2011-07-26T18:17:08Zen
dc.date.available2017-05-11T22:22:57Z
dc.date.issued2011-05en
dc.descriptiontexten
dc.description.abstractThe current study proposes an examination of the effects of metacognitive prompting on participants’ self-efficacy when completing a computer-based algebra lesson. Participants will be randomly assigned from the Educational Psychology subject pool. The experimental design contains 4 conditions: before prompts, during prompts, after prompts, or none (control). The data will be analyzed using a one-way ANCOVA with the metacognitive prompt condition as the between subjects factor, the post-test self-efficacy scores serving as the dependent variable, and pre-test self-efficacy scores acting as the covariate.en
dc.description.departmentEducational Psychologyen
dc.format.mediumelectronicen
dc.identifier.urihttp://hdl.handle.net/2152/12580en
dc.language.isoengen
dc.rightsCopyright is held by the author. Presentation of this material on the Libraries' web site by University Libraries, The University of Texas at Austin was made possible under a limited license grant from the author who has retained all copyrights in the works.en
dc.subjectMetacognitionen
dc.subjectSelf-efficacyen
dc.titleEffects of metacognition instruction on postsecondary student self-efficacyen

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