https://learnlab.org/wiki/index.php?title=Talk:Metacognition_and_Motivation&feed=atom&action=history
Talk:Metacognition and Motivation - Revision history
2024-03-28T18:50:29Z
Revision history for this page on the wiki
MediaWiki 1.31.12
https://learnlab.org/wiki/index.php?title=Talk:Metacognition_and_Motivation&diff=10663&oldid=prev
Koedinger: New section: update goals
2010-03-14T13:40:52Z
<p>New section: <a href="/wiki/index.php?title=Talk:Metacognition_and_Motivation#update_goals" title="Talk:Metacognition and Motivation">update goals</a></p>
<table class="diff diff-contentalign-left" data-mw="interface">
<col class="diff-marker" />
<col class="diff-content" />
<col class="diff-marker" />
<col class="diff-content" />
<tr class="diff-title" lang="en">
<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">← Older revision</td>
<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 13:40, 14 March 2010</td>
</tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l7" >Line 7:</td>
<td colspan="2" class="diff-lineno">Line 7:</td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Marsh, H.W., Hau, K-T, Artelt, C., Baumert, J. & Peschar, J.L. (2006). OECD’s brief self-report measure of educational psychology’s most useful affective constructs: Cross-cultural, psychometric comparisons across 25 countries. International Journal of Testing, 6, 311-360.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Marsh, H.W., Hau, K-T, Artelt, C., Baumert, J. & Peschar, J.L. (2006). OECD’s brief self-report measure of educational psychology’s most useful affective constructs: Cross-cultural, psychometric comparisons across 25 countries. International Journal of Testing, 6, 311-360.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Marsh, H., Trautwein, U., Ludtke, O., Koller, O. & Baumert, J. (2005). Academic self-concept, interest, grades, and standardized test scores: Reciprocal effects models of causal ordering. Child Development 76, 2, 397-416.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Marsh, H., Trautwein, U., Ludtke, O., Koller, O. & Baumert, J. (2005). Academic self-concept, interest, grades, and standardized test scores: Reciprocal effects models of causal ordering. Child Development 76, 2, 397-416.</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">== update goals ==</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">The goals need to be updated to be consistent with the 3 expressed in the 2010 strategic plan.</ins></div></td></tr>
</table>
Koedinger
https://learnlab.org/wiki/index.php?title=Talk:Metacognition_and_Motivation&diff=8544&oldid=prev
128.237.236.50: New page: The following papers about self-concept and math achievement may be relevant: * Marsh, H.W. (1986). Verbal and math self-concepts: An internal-external frame of reference model. American ...
2008-11-24T21:45:28Z
<p>New page: The following papers about self-concept and math achievement may be relevant: * Marsh, H.W. (1986). Verbal and math self-concepts: An internal-external frame of reference model. American ...</p>
<p><b>New page</b></p><div>The following papers about self-concept and math achievement may be relevant:<br />
<br />
* Marsh, H.W. (1986). Verbal and math self-concepts: An internal-external frame of reference model. American Educational Research Journal, 23, 129-149.<br />
* Marsh, H.W., Byrne, B.M, & Shavelson, R.J. (1988). A multifaceted academic self-concept: Its hierarchical structure and its relations to academic achievement. Journal of Educational Psychology, 80, 366-380.<br />
* Marsh, H.W. and Craven, R.G. (2006). Reciprocal effects of self-concept and performance from a multidimensional perspective. Perspectives on Psychological Science, (Vol 1, No. 2), 133-163.<br />
* Marsh, H.W. & Hau, K.T. (2004). Explaining paradoxical relations between academic self-concept and achievements: Cross-cultural generalizability of the internal-external frame of reference predictions across 26 countries. Journal of Educational Psychology, 96, 56-67.<br />
* Marsh, H.W., Hau, K-T, Artelt, C., Baumert, J. & Peschar, J.L. (2006). OECD’s brief self-report measure of educational psychology’s most useful affective constructs: Cross-cultural, psychometric comparisons across 25 countries. International Journal of Testing, 6, 311-360.<br />
* Marsh, H., Trautwein, U., Ludtke, O., Koller, O. & Baumert, J. (2005). Academic self-concept, interest, grades, and standardized test scores: Reciprocal effects models of causal ordering. Child Development 76, 2, 397-416.</div>
128.237.236.50