Christian Escribe
Biographic Data
| ID | 2299161 |
|---|---|
| NAME | Christian Escribe |
| GIVEN NAMES | Christian |
| FAMILY NAME | Escribe |
| SIGNATURE | ESCRIBE C |
| AFFILIATIONS | Centre National de la Recherche Scientifique |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1994 |
| LATEST PUBLICATION YEAR | 2006 |
| H-INDEX | 1 |
Achievement Goals and Engagement in Individual and Collective Learning Activities
The relationship between achievement goals and individual and collective learning activities was examined for 290 university students who completed two questionnaires. One assessed three achievement goals-a mastery goal and two performance goals, namely, approval seeking and advancing. The other questionnaire measured how actively students report engaging in individual and collective learning activities. Regression analyses showed that the adopti…
Knowledge accessibility, achievement goals, and memory strategy maintenance
Background. An important aim of educational psychology is to account for the difficulties in cognitive strategy maintenance. Possible explanations may be found in developmental studies concerning the interdependence of knowledge accessibility and strategy use, and in current achievement goal models which assume that individuals with a learning goal use deeper strategies than those with a performance goal.Aims. The purpose of this study was to exa…
Metacognition and Competence on Statistical Problems
This paper analysed the relation between metacognition and competence in the domain of statistics. The sample of 38 undergraduate students had the same academic education. A questionnaire enabled assessment of subjects' perceived competence and their metacognitive knowledge about task and strategies in statistics. Competence in the domain was assessed by categorization on a sorting task. Analysis showed a relation between metacognitive knowledge …
Knowledge accessibility, achievement goals, and memory strategy maintenance
Background. An important aim of educational psychology is to account for the difficulties in cognitive strategy maintenance. Possible explanations may be found in developmental studies concerning the interdependence of knowledge accessibility and strategy use, and in current achievement goal models which assume that individuals with a learning goal use deeper strategies than those with a performance goal.Aims. The purpose of this study was to exa…
Metacognition and Competence on Statistical Problems
This paper analysed the relation between metacognition and competence in the domain of statistics. The sample of 38 undergraduate students had the same academic education. A questionnaire enabled assessment of subjects' perceived competence and their metacognitive knowledge about task and strategies in statistics. Competence in the domain was assessed by categorization on a sorting task. Analysis showed a relation between metacognitive knowledge …
Knowledge accessibility, achievement goals, and memory strategy maintenance
Background. An important aim of educational psychology is to account for the difficulties in cognitive strategy maintenance. Possible explanations may be found in developmental studies concerning the interdependence of knowledge accessibility and strategy use, and in current achievement goal models which assume that individuals with a learning goal use deeper strategies than those with a performance goal.Aims. The purpose of this study was to exa…
Achievement Goals and Engagement in Individual and Collective Learning Activities
The relationship between achievement goals and individual and collective learning activities was examined for 290 university students who completed two questionnaires. One assessed three achievement goals-a mastery goal and two performance goals, namely, approval seeking and advancing. The other questionnaire measured how actively students report engaging in individual and collective learning activities. Regression analyses showed that the adopti…
Cognitive psychology (3 works) · Psychology (3 works) · Social Psychology (3 works) · Artificial Intelligence (2 works) · Artificial Intelligence (2 works) · Categorization (2 works) · Cognition (2 works) · Computer Science (2 works) · Education, Achievement, and Giftedness (2 works) · Innovative Teaching and Learning Methods (2 works)