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56.027 - The Influence of Teachers on Students' Motivation and Metacognition
Sun, April 30, 2:15 to 3:45pm, Henry B. Gonzalez Convention Center, Floor: Meeting Room Level, Room 211Session Type: Paper Session
Sub Unit
Chair
Papers
Be Specific: Science Teachers' Utility Value Statements and Students' Immediate and Global Science Utility Perceptions - Stephen S. Kafkas, Northern Illinois University; Jennifer A. Schmidt, Michigan State University; Lee Shumow, Northern Illinois University; Amanda Marie Durik, Northern Illinois University
Social Persuasions: Sources and Relation to STEM Self-Efficacy - Jessica J. Summers, The University of Arizona; Lia Falco, The University of Arizona; Stefania Metzger, University of Arizona
Effect of Perceived Teachers' Autonomy Support on Students' Achievement: The Mediating Role of Autonomy Psychological Need and Intrinsic Motivation - Dingmeng Fu, Beijing Normal University; Danhui Zhang, Beijing Normal University
Elementary School Students' Self-Monitoring Before and After Test-Taking: Considering the Teacher Perspective Reduces Overconfidence - Mariette Van Loon, University of Bern; Claudia Roebers, University of Bern
Supporting Metacognitive Development in Early Science Education: Exploring Elementary Teachers' Beliefs and Practices in Metacognition - Heather Braund, Queen's University - Kingston