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10.1177/1754073914552913 http://scihub22266oqcxt.onion/10.1177/1754073914552913 C4820014!4820014!27110281     free     free     free Deprecated: Implicit conversion from float 219.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 219.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 219.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 219.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Warning: imagejpeg(C:\Inetpub\vhosts\kidney.de\httpdocs\phplern\27110281.jpg): Failed to open stream: No such file or directory in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 117       Emot+Rev 2016 ; 8 (2): 187-93 Nephropedia Template TP {{tp|p=27110281|t=2016. The Concept of ?Metaemotion?: What is There to Learn From Research on Metacognition?|pdf=|usr=}}{{27110281}} gab.com Text The Concept of Metaemotion : What is There to Learn From Research on Metacognition JO: Emot Rev http://www.kidney.de/pget.php?&tw=1&pmid=27110281 #FOAvip We first present a selection of vignette examples from empirical psychological research to illustrate how the phenomenon of metaemotion (Gottman, Katz, & Hooven, 1996; Mendonça, 2013) is studied within different domains of psychology. We then present a theoretical distinction which has been made between three facets of metacognition, namely metacognitive experiences, metacognitive knowledge, and metacognitive strategies (e.g., Efklides, 2008; Flavell, 1979). Referring back to the vignette examples from metaemotion research, we argue that a similar distinction can be drawn between three facets of metaemotion, namely metaemotional experiences, metaemotional knowledge, and metaemotional strategies. We argue that this distinction clarifies some of the unresolved issues in metaemotion research, and therefore has important implications for the study of metaemotion, both methodologically and theoretically. Twit Text FOAVip The Concept of Metaemotion : What is There to Learn From Research on Metacognition ????Emot Rev http://www.kidney.de/pget.php?&tw=1&pmid=27110281 #FOAvip Twit Text # Free Paper on # # # # # LINK http://www.kidney.de/pget.php?&tw=1&pmid=27110281 #FOAvip English Wikipedia <ref>{{Cite pmid|27110281}}</ref> The Concept of ?Metaemotion?: What is There to Learn From Research on Metacognition? #MMPMID27110281 Norman E; Furnes B Emot Rev 2016[Apr]; 8 (2): 187-93 PMID27110281show ga We first present a selection of vignette examples from empirical psychological research to illustrate how the phenomenon of metaemotion (Gottman, Katz, & Hooven, 1996; Mendonça, 2013) is studied within different domains of psychology. We then present a theoretical distinction which has been made between three facets of metacognition, namely metacognitive experiences, metacognitive knowledge, and metacognitive strategies (e.g., Efklides, 2008; Flavell, 1979). Referring back to the vignette examples from metaemotion research, we argue that a similar distinction can be drawn between three facets of metaemotion, namely metaemotional experiences, metaemotional knowledge, and metaemotional strategies. We argue that this distinction clarifies some of the unresolved issues in metaemotion research, and therefore has important implications for the study of metaemotion, both methodologically and theoretically. äThe Concept of ?Metaemotion?: What is There to Learn From Research on (epmc).pdf DeepDyve Pubget Overpricing