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Fig. 3 | International Journal of STEM Education

Fig. 3

From: Beyond “study skills”: a curriculum-embedded framework for metacognitive development in a college chemistry course

Fig. 3

Thematic analysis via Attride-Stirling. Basic themes were used to group student statements more broadly into organizing themes and again into global themes. The first column on the left provides the total number of references for basic themes while the third column provides references of those basic themes within specific organizing themes. (*The basic themes awareness, agreeing and negative self-thoughts occurred across more than one organizing theme.)

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