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Permanent link (DOI): https://doi.org/10.7939/R3639KB34

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The effects of a metacognitive strategies program on academic performance, perceived success and control for adults returning to school for academic upgrading Open Access

Descriptions

Other title
Metacognitive strategy programming for adult upgrading students.
Subject/Keyword
Mathematics--Study and teaching.
Study skills.
Adult learning--Evaluation.
Metacognition.
Reading comprehension--Study and teaching.
Achievement motivation.
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Wiles, Wendy.
Supervisor and department
Examining committee member and department
Department
Department of Education Psychology
Specialization

Date accepted
1997
Graduation date

Degree
Doctor of Philosophy in Special Education
Degree level
Doctoral
Abstract

Language
English
DOI
doi:10.7939/R3639KB34
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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2012-11-09T17:29:42.127+00:00
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