Advancing Task Involvement, Intrinsic Motivation and Metacognitive Regulation in Physical Education Classes: The Self-Check Style of Teaching Makes a Difference


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In a metacognitive field study, Papaioannou, Theodosiou, Pashali, and Digeelidis (2012) found that having 6th grade students use metacognitive techniques (self-check) significantly improved several mastery oriented variables over that of a practice technique in a physical education course. For more information about the article, please see the reference below.

Papaioannou, A., Theodosiou, A., Pashali, M., & Digelidis, N. (2012). Advancing task involvement, intrinsic motivation and metacognitive regulation in physical education classes: the self-check style of teaching makes a difference. Advances in Physical Education, 2(03), 110-118.

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