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Metacognition and self-efficacy in action: How first-year students monitor and use self-coaching to move past metacognitive discomfort during problem solving

Submitted by Stephanie -Halmo on

TitleMetacognition and self-efficacy in action: How first-year students monitor and use self-coaching to move past metacognitive discomfort during problem solving
Publication TypeJournal Article
Year of Publication2024
AuthorsHalmo SM, Yamini KA, Stanton JDangremond
JournalCBE—Life Sciences Education
Volume23
Paginationar13
Abstract

This qualitative study of 52 first-year life science students’ metacognition and self-efficacy in action shows that students monitor in a myriad of ways and use self-coaching to overcome the discomfort associated with being metacognitive while solving challenging biochemistry problems.
DOI10.1187/cbe.23-08-0158
Refereed DesignationRefereed
Fields of interest:
Biology Education