496 related articles for article (PubMed ID: 33126882)
1. Relationship between metacognitive awareness and motivation to learn in medical students.
Siqueira MAM; Gonçalves JP; Mendonça VS; Kobayasi R; Arantes-Costa FM; Tempski PZ; Martins MA
BMC Med Educ; 2020 Oct; 20(1):393. PubMed ID: 33126882
[TBL] [Abstract][Full Text] [Related]
2. Relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: a structural equation model.
Hayat AA; Shateri K; Amini M; Shokrpour N
BMC Med Educ; 2020 Mar; 20(1):76. PubMed ID: 32183804
[TBL] [Abstract][Full Text] [Related]
3. Medical Student Progress Examination Performance and Its Relationship With Metacognition, Critical Thinking, and Self-Regulated Learning Strategies.
Chang C; Colón-Berlingeri M; Mavis B; Laird-Fick HS; Parker C; Solomon D
Acad Med; 2021 Feb; 96(2):278-284. PubMed ID: 33003039
[TBL] [Abstract][Full Text] [Related]
4. Mastery avoidance: An overlooked aspect of medical students' motivation.
Madjar N; Bachner YG; Kushnir T
Natl Med J India; 2019; 32(5):298-302. PubMed ID: 32985448
[TBL] [Abstract][Full Text] [Related]
5. Metacognitive awareness and academic motivation and their impact on academic achievement of Ajman University students.
Abdelrahman RM
Heliyon; 2020 Sep; 6(9):e04192. PubMed ID: 32944661
[TBL] [Abstract][Full Text] [Related]
6. Measuring achievement goal motivation, mindsets and cognitive load: validation of three instruments' scores.
Cook DA; Castillo RM; Gas B; Artino AR
Med Educ; 2017 Oct; 51(10):1061-1074. PubMed ID: 28901645
[TBL] [Abstract][Full Text] [Related]
7. Metacognitive awareness and self-regulated learning skills of medical students in different medical curricula.
Turan S; Demirel O; Sayek I
Med Teach; 2009 Oct; 31(10):e477-83. PubMed ID: 19877856
[TBL] [Abstract][Full Text] [Related]
8. Fear of failure: a polynomial regression analysis of the joint impact of the perceived learning environment and personal achievement goal orientation.
Giel LIS; Noordzij G; Noordegraaf-Eelens L; Denktaş S
Anxiety Stress Coping; 2020 Mar; 33(2):123-139. PubMed ID: 31762323
[No Abstract] [Full Text] [Related]
9. Person-centred study on higher-order interactions between students' motivational beliefs and metacognitive self-regulation: Links with school language achievement.
Katsantonis I; McLellan R
PLoS One; 2023; 18(10):e0289367. PubMed ID: 37792905
[TBL] [Abstract][Full Text] [Related]
10. Implicit theories of self-regulated learning: Interplay with students' achievement goals, learning strategies, and metacognition.
Hertel S; Karlen Y
Br J Educ Psychol; 2021 Sep; 91(3):972-996. PubMed ID: 33368151
[TBL] [Abstract][Full Text] [Related]
11. Can achievement goal theory provide a useful motivational perspective for explaining psychosocial attributes of medical students?
Madjar N; Bachner YG; Kushnir T
BMC Med Educ; 2012 Jan; 12():4. PubMed ID: 22239758
[TBL] [Abstract][Full Text] [Related]
12. What Were You Thinking? Medical Students' Metacognition and Perceptions of Self-Regulated Learning.
Versteeg M; Bressers G; Wijnen-Meijer M; Ommering BWC; de Beaufort AJ; Steendijk P
Teach Learn Med; 2021; 33(5):473-482. PubMed ID: 33722115
[TBL] [Abstract][Full Text] [Related]
13. Achievement goal structures and self-regulated learning: relationships and changes in medical school.
Artino AR; Dong T; DeZee KJ; Gilliland WR; Waechter DM; Cruess D; Durning SJ
Acad Med; 2012 Oct; 87(10):1375-81. PubMed ID: 22914521
[TBL] [Abstract][Full Text] [Related]
14. Medical students' general and radiology-specific motivation: Correlations, stability and associations with learning strategies and ability beliefs.
Gorges J; Fröhlich L; Mahnken AH
Med Teach; 2024 Mar; 46(3):359-365. PubMed ID: 37634061
[TBL] [Abstract][Full Text] [Related]
15. Cognitive processes in university learning: a developmental framework using structural equation modelling.
Phan HP
Br J Educ Psychol; 2011 Sep; 81(Pt 3):509-30. PubMed ID: 21199483
[TBL] [Abstract][Full Text] [Related]
16. Students' goal orientations, perceptions of early clinical experiences and learning outcomes.
Chen HC; ten Cate O; O'Sullivan P; Boscardin C; Eidson-Ton WS; Basaviah P; Woehrle T; Teherani A
Med Educ; 2016 Feb; 50(2):203-13. PubMed ID: 26812999
[TBL] [Abstract][Full Text] [Related]
17. Pre-Clinical Medical Students' Use of Motivational and Cognitive Study Strategies During Anatomy Learning: A Three-Year Cross-Sectional Survey.
Zilundu PLM; Chibhabha F; Yu G; Fu R; Zhou LH
Anat Sci Educ; 2022 May; 15(3):522-534. PubMed ID: 33715309
[TBL] [Abstract][Full Text] [Related]
18. Thinking about thinking: changes in first-year medical students' metacognition and its relation to performance.
Hong WH; Vadivelu J; Daniel EG; Sim JH
Med Educ Online; 2015; 20():27561. PubMed ID: 26314338
[TBL] [Abstract][Full Text] [Related]
19. Medical student well-being and lifelong learning: A motivational perspective.
Babenko O; Daniels LM; Ross S; White J; Oswald A
Educ Health (Abingdon); 2019; 32(1):25-32. PubMed ID: 31512589
[TBL] [Abstract][Full Text] [Related]
20. Medical student changes in self-regulated learning during the transition to the clinical environment.
Cho KK; Marjadi B; Langendyk V; Hu W
BMC Med Educ; 2017 Mar; 17(1):59. PubMed ID: 28327147
[TBL] [Abstract][Full Text] [Related]
[Next] [New Search]
