Implicit theory of writing ability: Relationship to metacognitive strategy knowledge and strategy use in academic writing

dc.accessRightsAnonymous*
dc.audienceScienceen_US
dc.contributor.authorKarlen, Yves
dc.contributor.authorCompagnoni, Miriam
dc.date.accessioned2020-04-08T08:06:12Z
dc.date.available2020-04-08T08:06:12Z
dc.date.issued2017
dc.identifier.doi10.1177/1475725716682887
dc.identifier.issn2057-3022
dc.identifier.issn1475-7257
dc.identifier.urihttps://irf.fhnw.ch/handle/11654/30992
dc.issue1en_US
dc.language.isoenen_US
dc.publisherSAGEen_US
dc.relation.ispartofPsychology Learning and Teachingen_US
dc.subject.ddc370 - Erziehung, Schul- und Bildungswesenen_US
dc.titleImplicit theory of writing ability: Relationship to metacognitive strategy knowledge and strategy use in academic writingen_US
dc.type01A - Beitrag in wissenschaftlicher Zeitschrift
dc.volume16en_US
dspace.entity.typePublication
fhnw.InventedHereNoen_US
fhnw.IsStudentsWorknoen_US
fhnw.PublishedSwitzerlandNoen_US
fhnw.ReviewTypeAnonymous ex ante peer review of a complete publicationen_US
fhnw.affiliation.hochschulePädagogische Hochschule FHNWde_CH
fhnw.affiliation.institutInstitut Sekundarstufe I und IIde_CH
fhnw.pagination47-63en_US
fhnw.publicationOnlineNeinen_US
fhnw.publicationStatePublisheden_US
relation.isAuthorOfPublication11c64366-b7c7-4628-a520-641b1423ed58
relation.isAuthorOfPublication.latestForDiscovery11c64366-b7c7-4628-a520-641b1423ed58
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