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Cristina D. Zepeda, Ph.D - Publications

Affiliations: 
2007-2011 Psychology University of California, San Diego, La Jolla, CA 
 2011-2018 Psychology University of Pittsburgh, Pittsburgh, PA, United States 
 2018- Education Washington University, Saint Louis, St. Louis, MO 
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8 high-probability publications. We are testing a new system for linking publications to authors. You can help! If you notice any inaccuracies, please sign in and mark papers as correct or incorrect matches. If you identify any major omissions or other inaccuracies in the publication list, please let us know.

Year Citation  Score
2023 Clements KA, Zepeda CD, Leich Hilbun A, Todd T, Clements TP, Johnson HJ, Watkins J, Friedman KL, Brame CJ. "They Have Shown Me It Is Possible to Thrive within STEM": Incorporating Learning Assistants in General Chemistry Enhances Student Belonging and Confidence. Journal of Chemical Education. 100: 4200-4211. PMID 37982080 DOI: 10.1021/acs.jchemed.2c01224  0.302
2023 Zepeda CD, Nokes-Malach TJ. Assessing Metacognitive Regulation during Problem Solving: A Comparison of Three Measures. Journal of Intelligence. 11. PMID 36662146 DOI: 10.3390/jintelligence11010016  0.771
2021 Wang MT, Zepeda CD, Qin X, Del Toro J, Binning KR. More Than Growth Mindset: Individual and Interactive Links Among Socioeconomically Disadvantaged Adolescents' Ability Mindsets, Metacognitive Skills, and Math Engagement. Child Development. PMID 33811343 DOI: 10.1111/cdev.13560  0.387
2021 Wang MT, Binning KR, Del Toro J, Qin X, Zepeda CD. Skill, Thrill, and Will: The Role of Metacognition, Interest, and Self-Control in Predicting Student Engagement in Mathematics Learning Over Time. Child Development. PMID 33469910 DOI: 10.1111/cdev.13531  0.403
2020 Zepeda CD, Nokes-Malach TJ. Metacognitive study strategies in a college course and their relation to exam performance. Memory & Cognition. PMID 33150557 DOI: 10.3758/s13421-020-01106-5  0.747
2019 Zepeda CD, Hlutkowsky CO, Partika AC, Nokes-Malach TJ. Identifying teachers’ supports of metacognition through classroom talk and its relation to growth in conceptual learning. Journal of Educational Psychology. 111: 522-541. DOI: 10.1037/Edu0000300  0.801
2015 Zepeda CD, Elizabeth Richey J, Ronevich P, Nokes-Malach TJ. Direct instruction of metacognition benefits adolescent science learning, transfer, and motivation: An in vivo study Journal of Educational Psychology. 107: 954-970. DOI: 10.1037/Edu0000022  0.806
2015 Jones AC, Wardlow L, Pan SC, Zepeda C, Heyman GD, Dunlosky J, Rickard TC. Beyond the Rainbow: Retrieval Practice Leads to Better Spelling than does Rainbow Writing Educational Psychology Review. DOI: 10.1007/S10648-015-9330-6  0.606
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