Cristina D. Zepeda
Cristina D. Zepeda
Postdoctoral Research Associate, Washington University in St. Louis
Verified email at wustl.edu - Homepage
Title
Cited by
Cited by
Year
Direct instruction of metacognition benefits adolescent science learning, transfer, and motivation: An in vivo study.
CD Zepeda, JE Richey, P Ronevich, TJ Nokes-Malach
Journal of Educational Psychology 107 (4), 954, 2015
1442015
Identifying teachers’ supports of metacognition through classroom talk and its relation to growth in conceptual learning.
CD Zepeda, CO Hlutkowsky, AC Partika, TJ Nokes-Malach
Journal of Educational Psychology 111 (3), 522, 2019
302019
Beyond the Rainbow: Retrieval Practice Leads to Better Spelling than does Rainbow Writing
AC Jones, L Wardlow, SC Pan, C Zepeda, GD Heyman, J Dunlosky, ...
Educational Psychology Review 28 (2), 385-400, 2016
162016
Transfer effects of prompted and self-reported analogical comparison and self-explanation.
JE Richey, CD Zepeda, TJ Nokes-Malach
CogSci, 2015
52015
Collaborative learning: The benefits and costs.
TJ Nokes-Malach, CD Zepeda, JE Richey, S Gadgil
Cambridge University Press, 2019
42019
Motivational strategies to engage learners in desirable difficulties
CD Zepeda, RS Martin, AC Butler
Journal of Applied Research in Memory and Cognition 9 (4), 468-474, 2020
32020
Achievement goals and conceptual learning: An examination of teacher talk.
KK Boden, CD Zepeda, TJ Nokes-Malach
Journal of Educational Psychology 112 (6), 1221, 2020
22020
'Capturing the relations between metacognition, self-explanation, and analogical comparison: An exploration of two methodologies'.
CD Zepeda, TJ Nokes-Malach
CogSci, 2015
12015
Skill, Thrill, and Will: The Role of Metacognition, Interest, and Self‐Control in Predicting Student Engagement in Mathematics Learning Over Time
MT Wang, KR Binning, J Del Toro, X Qin, CD Zepeda
Child Development, 2021
2021
Metacognitive study strategies in a college course and their relation to exam performance
CD Zepeda, TJ Nokes-Malach
Memory & Cognition, 1-18, 2020
2020
Self-regulated learning in a college course: Examining student metacognitive study strategies, grit, self-efficacy, and performance
C Zepeda
University of Pittsburgh, 2018
2018
Domain-General Metacognitive Instruction Reduces Productive Learning Behaviors and Performance?
D Davis, JE Richey, CD Zepeda
International Society of the Learning Sciences, Inc.[ISLS]., 2018
2018
An Investigation of Three Metacognitive Measures
CD Zepeda
University of Pittsburgh, 2016
2016
Investigating the Relationship Between Mindfulness and Learning
AM Ferrera, CD Zepeda, TJ Nokes-Malach
Proceedings of the Annual Meeting of the Cognitive Science Society 36 (36), 2014
2014
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Articles 1–14