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Differences in Metacognitive Regulation in Introductory Biology Students: When Prompts Are Not Enough
Published Online:13 Oct 2017https://doi.org/10.1187/cbe.14-08-0135
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Downloads: 1147
Citations: 73
Submitted: 29 August 2014
Revised: 13 February 2015
Accepted: 24 February 2015
© 2015 J. D. Stanton et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).
The authors thank Dr. Steve Hines for his encouragement of this project, Dr. Tessa Andrews for helpful discussions on this study, and Drs. Peggy Brickman and Paula Lemons for valuable feedback on the manuscript. This work was funded by generous start-up funds from the University of Georgia (to J.D.S.) and a Washington State University College of Veterinary Medicine Education Research Grant (to J.D.S. and X.N.N.). The initial design of this study was developed as part of the Biology Scholars Program Research Residency (J.D.S.).
