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020			_a9783030516734
024	7		_a10.1007/978-3-030-51673-4 _2doi
040			_aES-MaUEC _bspa _cES-MaUEC _eRDA _dES-MaUEC
050		4	_aBF204.6 _b2021 EB
245	0	0	_aTrends and Prospects in Metacognition Research across the Life Span : _bA Tribute to Anastasia Efklides _cedited by Despina Moraitou, Panayiota Metallidou
250			_aFirst edition 2021
264		1	_aCham _bSpringer International Publishing _c2021
300			_a1 recurso en línea (XXII, 295 páginas) _b20 ilustraciones
336			_2rdacontent _aTexto _btxt
337			_2rdamedia _aelectrónico _bc
338			_2rdacarrier _arecurso electrónico _bcr
347			_aarchivo de texto _bPDF
490	0		_aBehavioral Science and Psychology (SpringerNature-41168)
490	0		_aBehavioral Science and Psychology (SpringerNature-43718)
505	0		_aPart I. Preface and Tribute to Anastasia Efklides -- Part II. The Mechanism Underlying the Relations between Metacognition and Affect -- 1. Why Do Emotional Stimuli Influence Memory Monitoring? Theory, Evidence and Future Directions (Whiterby) -- 2. The Role of Fluency and Dysfluency in Metacognitive Experience (Schwartz) -- 3. The Relationship of Effortful Control to Academic Achievement via Metacognition (Papantoniou) -- 4. Metacognitive Awareness across the Creative Process (Antonietti) -- Part III. Metacognition and Affect in Self- and Co-Regulation -- 5. Integrating Metacognition and Emotions during Self-Regulated Learning with Advanced Learning Technologies: Challenges and Opportunities (Azevedo) -- 6. The Value of Emotional-Motivational Regulation Program on Strategic Processing, Negative Emotions and Motivation in Mathematical Problem Solving (Tzohar-Rosen) -- 7. The Role of Social Emotions and Co-Regulation of Learning During Complex Mathematics Problem Solving (Singh) -- 8. Metacognitive Regulation in Collaborative Science Education (Vauras) -- 9. Elementary School Children's Self- and Peer Scoring of Test Responses Using Feedback (Van Loon) -- Part IV. Metacognition and Affect on Life-Span Development -- 10. Influences on the Emergence and Development of Affective and Cognitive Regulation in Early Childhood (Whitebread) -- 11. Cognitive and Affective Components of Theory of Mind in Childhood (Misailidi) -- 12. The Role of Parents and Teachers in the Development of Children's Self-Regulated Learning Skills (Demitzaki) -- 13. Strategic and Motivational Influences on Metacognition in Older Adulthood (McGillvray) -- 14. Metacognition in Cognitive Rehabilitation in Adults: A Literature Review Bampa.
520	3		_aThis volume brings together trends and their prospects to understand the complexity of metacognitive phenomena, with emphasis on the interactions of metacognition with affect. It discusses the three perspectives in understanding these interactions: the possible mechanisms underlying them, the manifestation of interactions of metacognition with affect in self- and co-regulation in social and educational contexts, and changes during development in young children and older adults. This volume is a tribute to Professor Emerita Anastasia Efklides, who was among the pioneers to investigate and argue the importance of the interactions between metacognition and affect. It serves as a dedication to her contribution in the widening of the scope of research in metacognition and self-regulated learning.
988			_aSpringer_Psychology_2021
650		7	_2embne _9431111 _aPsicología positiva
700	1		_aMoraitou, Despina _eeditor literario _4edt _4http://id.loc.gov/vocabulary/relators/edt
700	1		_aMetallidou, Panayiota _eeditor literario _4edt _4http://id.loc.gov/vocabulary/relators/edt
856	4	0	_uhttps://go.openathens.net/redirector/universidadeuropea.es?url=https://doi.org/10.1007/978-3-030-51673-4 _zAcceso a este recurso digital (usuarios Universidad Europea de Madrid)
998			_b03/2021 _dz _eb _zSI