2010 - Fellow of the American Educational Research Association
Gregory Schraw mostly deals with Cognitive psychology, Metacognition, Social psychology, Educational psychology and Knowledge level. The Cognitive psychology study combines topics in areas such as Academic achievement, Empirical research and Reading comprehension. His Reading comprehension research is multidisciplinary, relying on both Cognitive science and Taxonomy.
His work carried out in the field of Metacognition brings together such families of science as Science education, Teaching method, Artificial intelligence, Machine learning and Self-efficacy. His work on Situational interest and Epistemic beliefs as part of general Social psychology research is often related to Complete information, thus linking different fields of science. Gregory Schraw combines subjects such as Relevance, Procedural knowledge, Skill development and Text processing with his study of Educational psychology.
Gregory Schraw mainly focuses on Cognitive psychology, Metacognition, Social psychology, Pedagogy and Reading. His Cognitive psychology research integrates issues from Educational psychology and Comprehension. His Metacognition research is multidisciplinary, incorporating elements of Test, Cognitive skill, Knowledge level, Artificial intelligence and Machine learning.
His Pedagogy research incorporates elements of Mathematics education, Context and Epistemology, Conceptual framework. His Mathematics education study combines topics from a wide range of disciplines, such as Variety and Outdoor education. His study of Reading comprehension is a part of Reading.
The scientist’s investigation covers issues in Statistics, Calibration, Cognitive psychology, Epistemology and Artificial intelligence. His research investigates the link between Calibration and topics such as Strategy training that cross with problems in Teaching method and Treatment and control groups. Focus is closely connected to Metacognition in his research, which is encompassed under the umbrella topic of Cognitive psychology.
His work deals with themes such as Reflexivity, Teacher education, Conceptual blending and Conceptualization, which intersect with Epistemology. His research investigates the connection between Reflexivity and topics such as Mechanism that intersect with issues in Social psychology. His Artificial intelligence research integrates issues from Machine learning, Cognitive science and Self-efficacy.
Gregory Schraw focuses on Social psychology, Confirmatory factor analysis, Academic dishonesty, Cheating and Action. Confirmatory factor analysis is connected with Statistic, Statistics, Sensitivity, Latent structure and Cognitive psychology in his study. His work carried out in the field of Academic dishonesty brings together such families of science as Denial, Content analysis, Deception and Grade point.
His studies in Action integrate themes in fields like Reflexivity, Professional development, Teacher education and Focus. His study in Epistemology is interdisciplinary in nature, drawing from both Pedagogy, Educational research and Faculty development. His research in Teaching method intersects with topics in Educational psychology, Metacognition and Artificial intelligence.
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Assessing metacognitive awareness
Gregory Schraw;Rayne Sperling Dennison.
Contemporary Educational Psychology (1994)
Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning
Gregory Schraw;Kent J. Crippen;Kendall Hartley.
Research in Science Education (2006)
Promoting general metacognitive awareness
Instructional Science (1998)
Situational Interest: A Review of the Literature and Directions for Future Research
Gregory Schraw;Stephen Lehman.
Educational Psychology Review (2001)
Doing the Things We Do: A Grounded Theory of Academic Procrastination.
Gregory Schraw;Theresa A. Wadkins;Lori Olafson.
Journal of Educational Psychology (2007)
Increasing Situational Interest in the Classroom
Gregory Schraw;Terri Flowerday;Stephen Lehman.
Educational Psychology Review (2001)
Self-efficacy beliefs in college statistics courses.
Sara J Finney;Gregory Schraw.
Contemporary Educational Psychology (2003)
Relevance and Goal-Focusing in Text Processing
Matthew T. McCrudden;Gregory Schraw.
Educational Psychology Review (2007)
A conceptual analysis of five measures of metacognitive monitoring
Metacognition and Learning (2009)
Cognitive processes in well‐defined and ill‐defined problem solving
Gregory Schraw;Michael E. Dunkle;Lisa D. Bendixen.
Applied Cognitive Psychology (1995)
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