Confidence in COVID problem solving: What factors predict adults’ item-level metacognitive judgments on health-related math problems before and after an educational intervention?

Daniel A. Scheibe; Charles J. Fitzsimmons; Marta K. Mielicki; Jennifer M. Taber; Pooja G. Sidney; Karin Coifman; Clarissa A. Thompson

doi:10.1007/s11409-022-09300-3

Confidence in COVID problem solving: What factors predict adults’ item-level metacognitive judgments on health-related math problems before and after an educational intervention?

Daniel A. Scheibe, Charles J. Fitzsimmons, Marta K. Mielicki, Jennifer M. Taber, Pooja G. Sidney, Karin Coifman, Clarissa A. Thompson

Producción científica: Article › revisión exhaustiva

Idioma original	English
Páginas (desde-hasta)	989-1023
Número de páginas	35
Publicación	Metacognition and Learning
Volumen	17
N.º	3
DOI	https://doi.org/10.1007/s11409-022-09300-3
Estado	Published - dic 2022
Publicado de forma externa	Sí

ASJC Scopus Subject Areas

Education

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10.1007/s11409-022-09300-3

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Scheibe, D. A., Fitzsimmons, C. J., Mielicki, M. K., Taber, J. M., Sidney, P. G., Coifman, K., & Thompson, C. A. (2022). Confidence in COVID problem solving: What factors predict adults’ item-level metacognitive judgments on health-related math problems before and after an educational intervention? Metacognition and Learning, 17(3), 989-1023. https://doi.org/10.1007/s11409-022-09300-3

Confidence in COVID problem solving: What factors predict adults’ item-level metacognitive judgments on health-related math problems before and after an educational intervention? / Scheibe, Daniel A.; Fitzsimmons, Charles J.; Mielicki, Marta K. et al.
En: Metacognition and Learning, Vol. 17, N.º 3, 12.2022, p. 989-1023.

Producción científica: Article › revisión exhaustiva

Scheibe, DA, Fitzsimmons, CJ, Mielicki, MK, Taber, JM, Sidney, PG, Coifman, K & Thompson, CA 2022, 'Confidence in COVID problem solving: What factors predict adults’ item-level metacognitive judgments on health-related math problems before and after an educational intervention?', Metacognition and Learning, vol. 17, n.º 3, pp. 989-1023. https://doi.org/10.1007/s11409-022-09300-3

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