Christina Holtsmark, Marie Hamilton Larsen, Simen A Steindal, Marianne Trygg Solberg
Critical care nurses' role in rapid response teams: A qualitative systematic review
Journal of clinical nursing
metacognition part models selfregulated learning consideration broader context resonates social cognitive perspective approach learning dominates educational academic field theory selfregulated learning metacognition considered crucial factor influencing mathematics achievement furthermore affective field including pupils selfefficacy interest motivation phenomena involved mathematical problemsolving hand metacognitive knowledge metacognitive regulations regular part mathematics education czech republic main aim study investigate relation pupils attitude toward mathematics metacognitive knowledge selfefficacy motivation metacognitive monitoring achievement solving mathematical problems together 1133 students grade 5 four types czech schools participated study traditional schools schools teaching mathematics genetic constructivism ie hejns method montessori schools dalton schools involved assessed variables namely relation mathematics metacognitive knowledge selfefficacy motivation metacognitive monitoring mathematical achievement used input regression analysis itemresponse theory used assessing performance students demands tasks metacognitive monitoring detected significant predictor mathematics achievement higher lowerperforming students well item high low demands study reveals different mathematics curricula unsupport metacognitive processes involved mathematical problemsolving information allows teachers spend sufficient time particular types mathematics problems whose solutions determined activation metacognitive processes demonstrates importance including activities development metacognitive monitoring mathematics education