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

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dc.contributor.authorMok, Sog Yee
dc.contributor.authorLockl, Kathrin
dc.contributor.authorNeuenschwander, Markus
dc.date.accessioned2024-06-04T09:02:14Z
dc.date.available2024-06-04T09:02:14Z
dc.date.issued2024
dc.identifier.doi10.1016/j.lindif.2024.102456
dc.identifier.issn1041-6080
dc.identifier.issn1873-3425
dc.identifier.urihttps://irf.fhnw.ch/handle/11654/45809
dc.identifier.urihttps://doi.org/10.26041/fhnw-9057
dc.language.isoen
dc.publisherElsevier
dc.relation.ispartofLearning and Individual Differences
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject.ddc370 - Erziehung, Schul- und Bildungswesen
dc.titleElementary school students' metacognitive knowledge and its effects on teacher judgments, school track recommendations, and school transitions
dc.type01A - Beitrag in wissenschaftlicher Zeitschrift
dc.volume112
dspace.entity.typePublication
fhnw.InventedHereYes
fhnw.ReviewTypeAnonymous ex ante peer review of a complete publication
fhnw.affiliation.hochschulePädagogische Hochschulede_CH
fhnw.affiliation.institutInstitut Forschung und Entwicklungde_CH
fhnw.openAccessCategoryHybrid
fhnw.publicationStatePublished
relation.isAuthorOfPublication17feae64-0176-41cc-929c-790e3c419cd8
relation.isAuthorOfPublication.latestForDiscovery17feae64-0176-41cc-929c-790e3c419cd8
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