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6. The Role of Mental Effort in Students' Perceptions of the Effectiveness of Interleaved and Blocked Study Strategies and Their Willingness to Use Them

7. Understanding Effort Regulation: Comparing 'Pomodoro' Breaks and Self-Regulated Breaks

9. Worth the Effort: The Start and Stick to Desirable Difficulties (S2D2) Framework

14. Study Smart -- Impact of a Learning Strategy Training on Students' Study Behavior and Academic Performance

15. Growing out of the Experience: How Subjective Experiences of Effort and Learning Influence the Use of Interleaved Practice

17. Why Students Do (or Do Not) Choose Retrieval Practice: Their Perceptions of Mental Effort during Task Performance Matter

18. Does Individual Performance Feedback Increase the Use of Retrieval Practice?

19. Neural Correlates of Visual Perceptual Expertise: Evidence from Cognitive Neuroscience Using Functional Neuroimaging

20. Metacognitive Awareness as Measured by Second-Order Judgements among University and Secondary School Students

21. Evaluating Sentence‐BERT‐powered learning analytics for automated assessment of students' causal diagrams.

24. Synthesizing Cognitive Load and Self-Regulation Theory: A Theoretical Framework and Research Agenda

25. Mapping and Drawing to Improve Students' and Teachers' Monitoring and Regulation of Students' Learning from Text: Current Findings and Future Directions

26. The Relation between Students' Effort and Monitoring Judgments during Learning: A Meta-Analysis

27. Individual Differences in Local and Global Metacognitive Judgments

29. Towards adaptive support for self-regulated learning of causal relations: Evaluating four Dutch word-vector models

30. Causal diagramming to improve students' monitoring accuracy and text comprehension: Effects of diagram standards and self-scoring instructions

31. The role of feedback on students’ diagramming: Effects on monitoring accuracy and text comprehension

32. Causal diagramming to improve students' monitoring accuracy and text comprehension: Effects of diagram standards and self-scoring instructions

33. The role of feedback on students’ diagramming: Effects on monitoring accuracy and text comprehension

34. Comfort with Uncertainty: Reframing Our Conceptions of How Clinicians Navigate Complex Clinical Situations

35. Granularity Matters: Comparing Different Ways of Measuring Self-Regulated Learning

36. Twelve tips for applying the think-aloud method to capture cognitive processes.

37. Towards adaptive support for self‐regulated learning of causal relations: Evaluating four Dutch word vector models.

42. Teachers' Monitoring of Students' Text Comprehension: Can Students' Keywords and Summaries Improve Teachers' Judgment Accuracy?

46. Sharing the Load

49. 6- And 8-Year-Olds' Performance Evaluations: Do They Differ between Self And Unknown Others?

50. The Impact of an Online Tool for Monitoring and Regulating Learning at University: Overconfidence, Learning Strategy, and Personality

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