Αποτελέσματα αναζήτησης - "метакогнитивная осознанность"

1

Academic Journal

Метакогнитивное сопровождение в обучении английскому языку студентов юридических специальностей ; Metacognitive scaffolding in teaching English for law students ; Акăлчан чĕлхи вĕрентнĕ май юрист специальноçне алла илекен студентсен ăс-хакăлне йĕркелесе пыни

Συγγραφείς: Власичева Виктория Валерьевна, Казанский филиал ФГБОУ ВО «Российский государственный университет правосудия им. В.М. Лебедева», Victoria V. Vlasicheva, Kazan branch of the Russian State University of Justice named after V.M. Lebedev

Πηγή: Development of education; Vol. 8; № 2; 12-19 ; Развитие образования; Т. 8; № 2; 12-19 ; ISSN: 2619-1466 ; 2619-1466 ; ISSN(electronic Version): 2618-8910 ; 2618-8910

Θεματικοί όροι: оценка, юридическое образование, мониторинг, планирование, legal education, юриспруденци вĕренĕвĕ, monitoring, хаклав, evaluation, planning, ăс-хакăла йĕркелесе пыни, вĕренĕве ăс-хакăл тĕлĕшĕнчен тĕрĕслесе тăнин пĕлтерĕшне хаклани, юриспруденцире усă куракан акăлчан чĕлхи, планлани, метакогнитивное сопровождение, метакогнитивная осознанность, английский язык в сфере юриспруденции, metacognitive scaffolding, metacognitive awareness, Legal English

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Relation: info:eu-repo/semantics/altIdentifier/pissn/2619-1466; info:eu-repo/semantics/altIdentifier/eissn/2618-8910; International academic journal Development of education Volume 8 Issue 2; https://phsreda.com/e-articles/10725/Action-10725_686520973faa6.pdf; Авраменко О. В., Богданова О. Е. Возможности и ограничения реализации метакогнитивного подхода в языковом образовании // Вестник Томского государственного университета. 2024. № 502. С. 146-159. DOI 10.17223/15617793/502/15. EDN NBVHHC; Бабикова Н. Н., Мальцева О. А., Старцева Е. Н., Туркина М. С. Исследование метакогнитивной осознанности студентов университета // Вестник Марийского государственного университета. 2018. Том 12. № 3 (31). С. 9-16. DOI 10.30914/2072-6783-2018-12-3-9-16. EDN AGZIPU; Беленкова Ю. С. Обучение метакогнитивным навыкам и методы оценки их сформированности // Гуманитарные, социально-экономические и общественные науки. 2015. № 3-2. С. 20-22. EDN TRKEWR; Нурова Л. Р. Стратегия скаффолдинга в практике обучения иноязычной письменной речи студентов неязыковых специальностей // Ученые записки Казанского филиала «Российского государственного университета правосудия». 2024. Том 20. С. 254-261. EDN HUPIHA; Чернокова Т. Е. Метакогнитивная психология: проблема предмета исследования // Вестник Поморского университета. Серия: Гуманитарные и социальные науки. 2011. № 3. С. 153-158. EDN NWHJFX; Ahmadi Safa M., Motaghi F. Cognitive vs. metacognitive scaffolding strategies and EFL learners’ listening comprehension development // Language Teaching Research. 2021. Vol. 28. Issue 3. P. 987-1010. DOI:10.1177/13621688211021821. EDN BSJZHY; Berenji S. Enhancing Metacognitive Scaffolding and Comprehension Ability through Problem-Based Learning in an EFL Context // Education Research International. 2021. P. 1-9. DOI 10.1155/2021/6766793. EDN HKZXWI; Bilová Š. Enhancing Students’ Metacognition in Legal English Classes // Bialystok Legal Studies. 2022. Vol. 27. No. 4. P. 35-47. DOI 10.15290/bsp.2022.27.04.03; Bozorgian H., Fallahpour S., Alinasab Amiri M. Listening for young-adult EFL learners: metacognitive intervention through L1 // International Journal of Listening. 2021. Vol. 36. No. 3. P. 207-220. DOI 10.1080/10904018.2021.1923499. EDN MDPCGF; Dabarera C., Renandya W. A., Zhang L. J. The impact of metacognitive scaffolding and monitoring on reading comprehension // System. 2014. Vol. 42. P. 462-473. DOI 10.1016/j.system.2013.12.020.; Flavell J. H. Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry // American Psychologist. 1979. Vol. 34. No. 10. P. 906-911. DOI 10.1037/0003-066X.34.10.906; Mäkipää T., Kallio M., Hotulainen R. Finnish general upper secondary students’ metacognitive awareness in foreign language learning // Reflective Practice. 2021. Vol. 22. No. 4. P. 446-458. DOI 10.1080/14623943.2021.1913720. EDN ZEGAFO; Manoochehr J., Mahboobeh M. The impact of scaffolding mechanisms on EFL Learners’ individual and socially shared metacognition in writing // Reading and Writing Quarterly. 2016. Vol. 33. No. 3. P. 211-225. DOI 10.1080/10573569.2016.1154488; Wang M., Zhang L.Ju., Hamilton R. Developing the Metacognitive Awareness of Grit Scale for a better understanding of learners of English as a foreign language // Frontiers in Psychology. 2023. Vol. 14. DOI 10.3389/fpsyg.2023.1141214. EDN IXVNWI; Rivas S. F., Saiz C., Ossa C. Metacognitive Strategies and Development of Critical Thinking in Higher Education // Frontiers in Psychology. 2022. Vol. 13. DOI 10.3389/fpsyg.2022.913219. EDN TFSMCM; Schraw G., Dennison R. S. Assessing metacognitive awareness // Contemporary Educational Psychology. 1994. Vol. 19 (4). P. 460-475. DOI 10.1006/ceps.1994.1033; Stanton J. D., Sebesta A. J., Dunlosky J. Fostering metacognition to support student learning and performance // CBE Life Sciences Education. 2021. Vol. 20. P. 1-7. DOI 10.1187/ cbe.20-12-0289. EDN HLYVTX; Su H. Foreign language enjoyment and classroom anxiety of Chinese EFL learners with intermediate and low English proficiency // Journal of Language Teaching and Research. 2022. Vol. 13. P. 101-109. DOI 10.17507/jltr.1301.12. EDN MDRJKK; Zhang L. J., Qin T. L. Validating a questionnaire on EFL writers’ metacognitive awareness of writing strategies in multimedia environments // Metacognition in language learning and teaching. London, England: Routledge (Taylor & Francis Group). 2018. P. 157-178. DOI 10.4324/9781351049146; Zhang W., Zhang D., Zhang L. J. Metacognitive instruction for sustainable learning: learners’ perceptions of task difficulty and use of metacognitive strategies in completing integrated speaking tasks // Sustainability. 2021. Vol. 13. P. 6275. DOI 10.3390/ su13116275. EDN NNZOKG; Avramenko, O. V., Bogdanova, O. E. (2024). Opportunities and limitations of metacognitive approach implementation in language education. Tomsk state university journal , 502 , 146-159. EDN: NBVHHC. https://doi.org/10.17223/15617793/502/15; Babikova, N. N., Maltseva, O. A., Startseva, E. N., Turkina, M. S. (2018). Research of metacognitive awareness of university students. Bulletin of the Mari State University , 12 (3(31)), 9-16. EDN: AGZIPU. https://doi.org/10.30914/2072-6783-2018-12-3-9-16; Belenkova, Yu. S. (2015). Teaching metacognitive skills and methods for assessing their formation. Humanities, socio-economic and social sciences , 3-2 , 20-22. EDN: TRKEWR; Nurova, L. R. (2024). Scaffolding strategy in teaching writing in a foreign language to students of non-linguistic specialities. Academic notes of the Kazan Branch of the Russian State University of Justice , 20 , 254-261. EDN: HUPIHA; Chernokova, T. E. (2011). Metacognitive psychology: the problem of the subject of research. Vestnik of Northern (Arctic) Federal University. Series "Humanitarian and Social Sciences" , 3 , 153-158. EDN: NWHJFX; Ahmadi Safa, M., Motaghi, F. (2021). Cognitive vs. metacognitive scaffolding strategies and EFL learners’ listening comprehension development. Language Teaching Research , 28 (3), 987-1010. EDN: BSJZHY. https://doi.org/10.1177/13621688211021821; Berenji, S. (2021). Enhancing Metacognitive Scaffolding and Comprehension Ability through Problem-Based Learning in an EFL Context. Education Research International, 1-9. EDN: HKZXWI. https://doi.org/10.1155/2021/6766793; Bilová, Š. (2022). Enhancing Students’ Metacognition in Legal English Classes. Bialystok Legal Studies , 27 (4), 35-47. https://doi.org/10.15290/bsp.2022.27.04.03; Bozorgian, H., Fallahpour, S., Alinasab Amiri, M. (2021). Listening for young-adult EFL learners: metacognitive intervention through L1. International Journal of Listening , 36 (3), 207-220. EDN: MDPCGF. https://doi.org/10.1080/10904018.2021.1923499; Dabarera, C., Renandya, W. A., Zhang, L. J. (2014). The impact of metacognitive scaffolding and monitoring on reading comprehension. System , 42 , 462-473. https://doi.org/10.1016/j.system.2013.12.020; Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist , 34 (10), 906-911. https://doi.org/10.1037/0003-066X.34.10.906; Mäkipää, T., Kallio, M., Hotulainen, R. (2021). Finnish general upper secondary students’ metacognitive awareness in foreign language learning. Reflective Practice , 22 (4), 446-458. EDN: ZEGAFO. https://doi.org/10.1080/14623943.2021.1913720; Manoochehr, J., Mahboobeh, M. (2016). The impact of scaffolding mechanisms on EFL Learners’ individual and socially shared metacognition in writing. Reading and Writing Quarterly , 33 (3), 211-225. https://doi.org/10.1080/10573569.2016.1154488; Wang, M., Zhang, L.Ju., Hamilton, R. (2023). Developing the Metacognitive Awareness of Grit Scale for a better understanding of learners of English as a foreign language. Frontiers in Psychology , 14 . EDN: IXVNWI. https://doi.org/10.3389/fpsyg.2023.1141214; Rivas, S. F., Saiz, C., Ossa, C. (2022). Metacognitive Strategies and Development of Critical Thinking in Higher Education. Frontiers in Psychology , 13 . EDN: TFSMCM. https://doi.org/10.3389/fpsyg.2022.913219; Schraw, G., Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology , 19 (4), 460-475. https://doi.org/10.1006/ceps.1994.1033; Stanton, J. D., Sebesta, A. J., Dunlosky, J. (2021). Fostering metacognition to support student learning and performance. CBE Life Sciences Education , 20 , 1-7. EDN: HLYVTX. https://doi.org/10.1187/cbe.20-12-0289; Su, H. (2022). Foreign language enjoyment and classroom anxiety of Chinese EFL learners with intermediate and low English proficiency. Journal of Language Teaching and Research , 13 , 101–109. EDN: MDRJKK. https://doi.org/10.17507/jltr.1301.12; Zhang, L. J., Qin, T. L. (2018). Validating a questionnaire on EFL writers’ metacognitive awareness of writing strategies in multimedia environments., 157-178. Metacognition in language learning and teaching. London, England: Routledge (Taylor & Francis Group). https://doi.org/10.4324/9781351049146; Zhang, W., Zhang, D., Zhang, L. J. (2021). Metacognitive instruction for sustainable learning: learners’ perceptions of task difficulty and use of metacognitive strategies in completing integrated speaking tasks. Sustainability , 13 , 6275. EDN: NNZOKG. https://doi.org/10.3390/ su13116275; https://journaledu.com/article/138843/discussion_platform

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https://journaledu.com/article/138843/discussion_platform
https://doi.org/10.31483/r-138843

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2

Метакогнитивное сопровождение в обучении английскому языку студентов юридических специальностей

Συγγραφείς: Victoria V. Vlasicheva, Kazan branch of the Russian State University of Justice named after V.M. Lebedev

Πηγή: Development of education; Vol. 8; № 2; 12-19
Развитие образования; Т. 8; № 2; 12-19

Θεματικοί όροι: вĕренĕве ăс-хакăл тĕлĕшĕнчен тĕрĕслесе тăнин пĕлтерĕшне хаклани, metacognitive scaffolding, хаклав, evaluation, мониторинг, метакогнитивная осознанность, legal education, английский язык в сфере юриспруденции, планлани, метакогнитивное сопровождение, monitoring, планирование, ăс-хакăла йĕркелесе пыни, оценка, Legal English, planning, metacognitive awareness, юридическое образование, юриспруденцире усă куракан акăлчан чĕлхи, юриспруденци вĕренĕвĕ

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https://phsreda.com/files/Books/10725/Cover-10725.jpg?req=138843

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3

Academic Journal

Metacognitive Determination of Job Satisfaction Among Information Technology Professionals ; Метакогнитивная детерминация удовлетворенности работой в профессиях информационного типа

Συγγραφείς: Karpov, Anatoly V., Lenkov, Sergey L., Rubtsova, Nadezhda E., Карпов, Анатолий В., Леньков, Сергей Л., Рубцова, Надежда Е.

Πηγή: Russian Psychological Journal; Vol. 18 No. 3 (2021); 86-103 ; Российский психологический журнал; Том 18 № 3 (2021); 86-103 ; 2411-5789 ; 1812-1853 ; 10.21702/4233p366

Θεματικοί όροι: профессиональная деятельность, типы деятельности, информационный тип, объектный тип, профессиональная направленность, удовлетворенность работой, метакогнитивная детерминация, метакогнитивная осознанность, метакогнитивные знания, метакогнитивная регуляция, professional activity, types of activity, information-related type, object-related type, professional orientation, job satisfaction, metacognitive determination, metacognitive awareness, metacognitive knowledge, metacognitive regulation