Elementary school students' metacognitive knowledge and its effects on teacher judgments, school track recommendations, and school transitions

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Mok2024.pdf(1.23 MB)
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2024
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Institut Forschung und Entwicklung
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01A - Journal article
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Learning and Individual Differences
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DOI of the original publication
https://doi.org/10.1016/j.lindif.2024.102456
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https://irf.fhnw.ch/handle/11654/45809
https://doi.org/10.26041/fhnw-9057
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112
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Elsevier
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370 - Erziehung, Schul- und Bildungswesen
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1041-6080
1873-3425
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English
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Yes
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Published
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Peer review of the complete publication
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Hybrid
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'https://creativecommons.org/licenses/by-nc-nd/4.0/'
Citation
Mok, S. Y., Lockl, K., & Neuenschwander, M. (2024). Elementary school students’ metacognitive knowledge and its effects on teacher judgments, school track recommendations, and school transitions. Learning and Individual Differences, 112. https://doi.org/10.1016/j.lindif.2024.102456
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