2021
DOI: 10.1037/edu0000624 View full text |Buy / Rent full text
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Abstract: The present study examined the effects of a classroom intervention on students' metacognitive monitoring of retrieval practice performance feedback and metacognitive control of future study decisions. A true experimental design was used to randomly assign 103 undergraduate students from an education course to trained (n ϭ 49) and control (n ϭ 54) conditions. The primary goals of this work were to examine whether training metacognitive monitoring and control skills for retrieval practice increases students' aca… Show more

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