Using different pedagogical techniques to motivate and encourage students to exert control over their studies.
Contributions to Dawson’s Community:
Muis, K. R., Duffy, M., Trevors, G., Ranellucci, J., & Foy, M. J. (2014). “What were they thinking? Using cognitive interviewing to examine the validity of self-reported epistemic beliefs.” International Education Research, 2, 17-32.
Muis, K. R., Ranellucci, J., Franco, G. M., & Crippen, K. (2013). “The interactive effects of personal achievement goals and performance feedback in an undergraduate science class.” Journal of Experimental Education, 81, 556-578.
Ranellucci, J., Muis, K. R., Duffy, M., Wang, X., Sampasivam, L., & Franco, G. M. (2013). “To master or perform? Exploring relations between achievement goals and conceptual change learning.” British Journal of Educational Psychology, 83, 431-451.
Lajoie, S., Hong, Y. J., Naismith, L., Poitras, E., Cruz-Panesso, I, Ranellucci, J., & Wiseman, J. (2013). “Technology rich tools to support self-regulated learning and performance in medicine.” Chapter accepted in R. Azevedo & V. Aleven (Eds.). International Handbook of Metacognition and Learning Technologies. New York, NY: Springer.
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