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
Link
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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Practice partner / Client
Keywords
Subject (DDC)
Event
Exhibition start date
Exhibition end date
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Conference end date
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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, Y., & Compagnoni, M. (2017). Implicit theory of writing ability: Relationship to metacognitive strategy knowledge and strategy use in academic writing. Psychology Learning and Teaching, 16(1), 47–63. https://doi.org/10.1177/1475725716682887