The impact of intellectual ability and metacognition on learning: New support for the threshold of problematicity theory

Authors :: Jan J. Elshout
Frans J. Prins
Marcel V. J. Veenman
RS-Research Line Learning and Cognition (part of CO program)
RS-Research Program CELSTEC/OTEC (CO)
Onderzoeksinstituut Psychologie (FMG)
Source :: Learning and Instruction, 16(4), 374-387. PERGAMON-ELSEVIER SCIENCE LTD, Learning and Instruction, 16(4), 374-387. Elsevier, Prins, F, Veenman, M & Elshout, J 2006, ' The impact of intellectual ability and metacognition on learning: New support for the threshold of problematicity theory ', Learning and Instruction, vol. 16, no. 4, pp. 374-387 . https://doi.org/10.1016/j.learninstruc.2006.07.008
Publication Year :: 2006
Abstract: Prins, F.J., Veenman, M.V.J., & Elshout, J.J. (2006). The impact of intellectual ability and metacognition on learning: New support for the threshold of problematicity theory. Learning & Instruction, 16 , 374-387.

Subjects :: learning
intellectual ability
metacognitive skills
Knowledge level
Intellectual ability
Developmental and Educational Psychology
Computer-Assisted Instruction
Metacognition
Cognition
Psychology
Education
Cognitive psychology

Language :: English
ISSN :: 09594752
Database :: OpenAIRE
Journal :: Learning and Instruction, 16(4), 374-387. PERGAMON-ELSEVIER SCIENCE LTD, Learning and Instruction, 16(4), 374-387. Elsevier, Prins, F, Veenman, M & Elshout, J 2006, ' The impact of intellectual ability and metacognition on learning: New support for the threshold of problematicity theory ', Learning and Instruction, vol. 16, no. 4, pp. 374-387 . https://doi.org/10.1016/j.learninstruc.2006.07.008
Accession number :: edsair.doi.dedup.....7187e49e04228ec5a6038d107050f4e4
Full Text :: https://doi.org/10.1016/j.learninstruc.2006.07.008

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