Implicit theory of writing ability: Relationship to metacognitive strategy knowledge and strategy use in academic writing
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Authors
Compagnoni, Miriam
Author (Corporation)
Publication date
2017
Typ of student thesis
Course of study
Collections
Type
01A - Journal article
Editors
Editor (Corporation)
Supervisor
Parent work
Psychology Learning and Teaching
Special issue
DOI of the original publication
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Series
Series number
Volume
16
Issue / Number
1
Pages / Duration
47-63
Patent number
Publisher / Publishing institution
SAGE
Place of publication / Event location
Edition
Version
Programming language
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Keywords
Subject (DDC)
370 - Erziehung, Schul- und Bildungswesen
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ISBN
ISSN
2057-3022
1475-7257
1475-7257
Language
English
Created during FHNW affiliation
No
Strategic action fields FHNW
Publication status
Published
Review
Peer review of the complete publication
Open access category
License
Citation
KARLEN, Yves und Miriam COMPAGNONI, 2017. Implicit theory of writing ability: Relationship to metacognitive strategy knowledge and strategy use in academic writing. Psychology Learning and Teaching. 2017. Bd. 16, Nr. 1, S. 47–63. DOI 10.1177/1475725716682887. Verfügbar unter: https://irf.fhnw.ch/handle/11654/30992