| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A comparison of non-verbal and verbal indicators of young children’s metacognition
|
Roebers, Claudia M.
|
|
|
|
1 |
p. 31-49
|
artikel
|
| 2 |
A comprehensive reanalysis of the metacognitive self-regulation scale from the MSLQ
|
Tock, Jamie L.
|
|
2016
|
|
1 |
p. 79-111
|
artikel
|
| 3 |
A conceptual analysis of five measures of metacognitive monitoring
|
Schraw, Gregory
|
|
2008
|
|
1 |
p. 33-45
|
artikel
|
| 4 |
Acute short-term sleep deprivation does not affect metacognitive monitoring captured by confidence ratings: a systematic literature review
|
Jackson, Simon A.
|
|
2017
|
|
1 |
p. 39-56
|
artikel
|
| 5 |
Addressing complexities in self-regulated learning: a focus on contextual factors, contingencies, and dynamic relations
|
Ben-Eliyahu, Adar
|
|
2015
|
|
1 |
p. 1-13
|
artikel
|
| 6 |
A framework for evaluating and enhancing alignment in self-regulated learning research
|
Dent, Amy L.
|
|
2015
|
|
1 |
p. 165-179
|
artikel
|
| 7 |
A latent profile analysis of student restudy decisions
|
Robey, Alison
|
|
|
|
1 |
p. 77-88
|
artikel
|
| 8 |
Anchoring effects on prospective and retrospective metacomprehension judgments as a function of peer performance information
|
Zhao, Qin
|
|
2010
|
|
1 |
p. 25-43
|
artikel
|
| 9 |
An examination of the effect of feedback on meta-ignorance of mental illness public stigma
|
Li, Xiaomiao
|
|
|
|
1 |
p. 165-181
|
artikel
|
| 10 |
An investigation of the role of contingent metacognitive behavior in self-regulated learning
|
Binbasaran Tuysuzoglu, Banu
|
|
2014
|
|
1 |
p. 77-98
|
artikel
|
| 11 |
Assessment of metacognitive skills by means of instruction to think aloud and reflect when prompted. Does the verbalisation method affect learning?
|
Bannert, Maria
|
|
2007
|
|
1 |
p. 39-58
|
artikel
|
| 12 |
Can you see me thinking (about my answers)? Using eye-tracking to illuminate developmental differences in monitoring and control skills and their relation to performance
|
Roderer, Thomas
|
|
2014
|
|
1 |
p. 1-23
|
artikel
|
| 13 |
Changed-goal or cue-strengthening? Examining the reactivity of judgments of learning with the dual-retrieval model
|
Chang, Minyu
|
|
|
|
1 |
p. 183-217
|
artikel
|
| 14 |
Changes in metacognitive monitoring accuracy in an introductory physics course
|
Morphew, Jason W.
|
|
|
|
1 |
p. 89-111
|
artikel
|
| 15 |
Cognitive regulation outdoes behavior regulation in predicting state standardized test scores over time
|
Modrek, Anahid S.
|
|
|
|
1 |
p. 113-134
|
artikel
|
| 16 |
Commentary: Is disfluency desirable?
|
Bjork, Robert A.
|
|
2016
|
|
1 |
p. 133-137
|
artikel
|
| 17 |
Consistent results with the consistency hypothesis? The effects of epistemic beliefs on metacognitive processing
|
Muis, Krista Renee
|
|
2011
|
|
1 |
p. 45-63
|
artikel
|
| 18 |
Constraints on the use of the memorizing effort heuristic
|
Laursen, Skylar J.
|
|
|
|
1 |
p. 1-51
|
artikel
|
| 19 |
Co-regulation of learning in computer-supported collaborative learning environments: a discussion
|
Chan, Carol K. K.
|
|
2012
|
|
1 |
p. 63-73
|
artikel
|
| 20 |
Correction to: Development of Children’s monitoring and control when learning from texts: effects of age and test format
|
Steiner, Martina
|
|
|
|
1 |
p. 29-30
|
artikel
|
| 21 |
Correction to: How social challenges affect children’s regulation and assignment quality in hypermedia: a process mining study
|
Paans, Cindy
|
|
|
|
1 |
p. 89-90
|
artikel
|
| 22 |
Correction to: The self-regulation for learning online (SRL-O) questionnaire
|
Broadbent, Jaclyn
|
|
|
|
1 |
p. 313
|
artikel
|
| 23 |
Developmental dynamics of metacognitive knowledge and text comprehension skill in the first primary school years
|
Annevirta, Tiina
|
|
2007
|
|
1 |
p. 21-39
|
artikel
|
| 24 |
Development of Children’s monitoring and control when learning from texts: effects of age and test format
|
Steiner, Martina
|
|
|
|
1 |
p. 3-27
|
artikel
|
| 25 |
Development of comprehension monitoring skill in Chinese children: evidence from eye movement and probe interviews
|
Xu, Kunyu
|
|
|
|
1 |
p. 103-121
|
artikel
|
| 26 |
Editorial 2011
|
Veeman, Marcel V. J.
|
|
2011
|
|
1 |
p. 1
|
artikel
|
| 27 |
Editorial 2009
|
Veenman, Marcel V. J.
|
|
2009
|
|
1 |
p. 1-2
|
artikel
|
| 28 |
Editorial
|
Efklides, Anastasia
|
|
|
|
1 |
p. 1-2
|
artikel
|
| 29 |
Effect of delay on search decisions in a task-oriented reading environment
|
Mañá, Amelia
|
|
2016
|
|
1 |
p. 113-130
|
artikel
|
| 30 |
Effect of instruction and experience on students’ learning strategies
|
Yüksel, Ezgi Melisa
|
|
|
|
1 |
p. 345-364
|
artikel
|
| 31 |
Effects of collaboration and informing students about overconfidence on metacognitive judgment in conceptual learning
|
Kolić-Vehovec, Svjetlana
|
|
|
|
1 |
p. 87-116
|
artikel
|
| 32 |
Effects of disfluency and test expectancy on learning with text
|
Eitel, Alexander
|
|
2015
|
|
1 |
p. 107-121
|
artikel
|
| 33 |
Effects of disfluency on cognitive and metacognitive processes and outcomes
|
Kühl, Tim
|
|
2016
|
|
1 |
p. 1-13
|
artikel
|
| 34 |
Effects of keyword tasks and biasing titles on metacognitive monitoring and recall
|
Lippmann, Marie
|
|
|
|
1 |
p. 233-253
|
artikel
|
| 35 |
Effects of reading instructions on pre-service teachers’ judgment bias when learning from texts
|
Knellesen, Jennifer
|
|
|
|
1 |
p. 319-343
|
artikel
|
| 36 |
Effects of self-assessment feedback on self-assessment and task-selection accuracy
|
Raaijmakers, Steven F.
|
|
2019
|
|
1 |
p. 21-42
|
artikel
|
| 37 |
Effects of self-scoring their math problem solutions on primary school students’ monitoring and regulation
|
Oudman, Sophie
|
|
|
|
1 |
p. 213-239
|
artikel
|
| 38 |
Employing a case study approach to capture motivation and self-regulation of young students with learning disabilities in authentic educational contexts
|
Lichtinger, Einat
|
|
2015
|
|
1 |
p. 119-149
|
artikel
|
| 39 |
Epistemic metacognition in context: evaluating and learning online information
|
Mason, Lucia
|
|
2009
|
|
1 |
p. 67-90
|
artikel
|
| 40 |
Epistemic profiles and metacognition: support for the consistency hypothesis
|
Muis, Krista R.
|
|
2009
|
|
1 |
p. 27-45
|
artikel
|
| 41 |
Epistemological beliefs and epistemic strategies in self-regulated learning
|
Richter, Tobias
|
|
2009
|
|
1 |
p. 47-65
|
artikel
|
| 42 |
Epistemological beliefs and self-regulated learning with hypertext
|
Pieschl, Stephanie
|
|
2007
|
|
1 |
p. 17-37
|
artikel
|
| 43 |
Epistemological beliefs are standards for adaptive learning: a functional theory about epistemological beliefs and metacognition
|
Bromme, Rainer
|
|
2009
|
|
1 |
p. 7-26
|
artikel
|
| 44 |
Epistemology, metacognition, and self-regulation: musings on an emerging field
|
Hofer, Barbara K.
|
|
2009
|
|
1 |
p. 113-120
|
artikel
|
| 45 |
Ethnic minority multilingual young learners’ longitudinal development of metacognitive knowledge and breadth of vocabulary knowledge
|
Teng, Mark Feng
|
|
|
|
1 |
p. 123-146
|
artikel
|
| 46 |
Evaluating the metacognitive awareness inventory using empirical factor-structure evidence
|
Harrison, George M.
|
|
2017
|
|
1 |
p. 15-38
|
artikel
|
| 47 |
Even after thirteen class exams, students are still overconfident: the role of memory for past exam performance in student predictions
|
Foster, Nathaniel L.
|
|
2016
|
|
1 |
p. 1-19
|
artikel
|
| 48 |
Examining approaches to research on self-regulated learning: conceptual and methodological considerations
|
Karabenick, Stuart A.
|
|
2015
|
|
1 |
p. 151-163
|
artikel
|
| 49 |
Examining cyclical phase relations and predictive influences of self-regulated learning processes on mathematics task performance
|
Callan, Gregory L.
|
|
2019
|
|
1 |
p. 43-63
|
artikel
|
| 50 |
Examining self-efficacy during learning: variability and relations to behavior, performance, and learning
|
Bernacki, Matthew L.
|
|
2014
|
|
1 |
p. 99-117
|
artikel
|
| 51 |
Explanation generation, not explanation expectancy, improves metacomprehension accuracy
|
Fukaya, Tatsushi
|
|
2012
|
|
1 |
p. 1-18
|
artikel
|
| 52 |
Explicit teaching of meta-strategic knowledge in authentic classroom situations
|
Zohar, Anat
|
|
2007
|
|
1 |
p. 59-82
|
artikel
|
| 53 |
Exploring the effects of strategy-focused instruction in writing skills of 4TH grade students
|
Rodríguez-Málaga, L.
|
|
|
|
1 |
p. 179-205
|
artikel
|
| 54 |
Exploring the impact of concept-oriented faded WOE and metacognitive scaffolding on learners’ transfer performance and motivation in programming education
|
Shin, Yoonhee
|
|
|
|
1 |
p. 147-168
|
artikel
|
| 55 |
Exploring the lack of a disfluency effect: evidence from eye movements
|
Strukelj, Alexander
|
|
2015
|
|
1 |
p. 71-88
|
artikel
|
| 56 |
First- and second-order metacognitive judgments of semantic memory reports: The influence of personality traits and cognitive styles
|
Buratti, Sandra
|
|
2013
|
|
1 |
p. 79-102
|
artikel
|
| 57 |
Fortune is fickle: null-effects of disfluency on learning outcomes
|
Rummer, Ralf
|
|
2015
|
|
1 |
p. 57-70
|
artikel
|
| 58 |
Fostering multiple text comprehension: How metacognitive strategies and motivation moderate the text-belief consistency effect
|
Maier, Johanna
|
|
2014
|
|
1 |
p. 51-74
|
artikel
|
| 59 |
Friends, classmates, and self-regulated learning: discussions with peers inside and outside the classroom
|
Jones, Martin H.
|
|
2007
|
|
1 |
p. 1-15
|
artikel
|
| 60 |
Further boundary conditions for the effects of perceptual disfluency on judgments of learning
|
Magreehan, Debbie A.
|
|
2015
|
|
1 |
p. 35-56
|
artikel
|
| 61 |
Gender differences in confidence during number-line estimation
|
Rivers, Michelle L.
|
|
|
|
1 |
p. 157-178
|
artikel
|
| 62 |
Generalizing screen inferiority - does the medium, screen versus paper, affect performance even with brief tasks?
|
Sidi, Yael
|
|
2015
|
|
1 |
p. 15-33
|
artikel
|
| 63 |
Generalizing the effect of type of metacognitive judgment on restudy decisions
|
Robey, Alison
|
|
|
|
1 |
p. 73-85
|
artikel
|
| 64 |
Granularity matters: comparing different ways of measuring self-regulated learning
|
Rovers, Sanne F. E.
|
|
2019
|
|
1 |
p. 1-19
|
artikel
|
| 65 |
How accurate and predictive are judgments of solvability? Explorations in a two-phase anagram solving paradigm
|
Burton, Olivia R.
|
|
|
|
1 |
p. 1-35
|
artikel
|
| 66 |
How do students process complex formative feedback in question-answering tasks? A think-aloud study
|
Máñez, Ignacio
|
|
2019
|
|
1 |
p. 65-87
|
artikel
|
| 67 |
Improving EFL students’ text revision with the Self-Regulated Strategy Development (SRSD) model
|
Chen, Jing
|
|
|
|
1 |
p. 191-211
|
artikel
|
| 68 |
Individual differences in decision-making and confidence: capturing decision tendencies in a fictitious medical test
|
Jackson, Simon A.
|
|
2013
|
|
1 |
p. 25-49
|
artikel
|
| 69 |
Individual differences in local and global metacognitive judgments
|
Händel, Marion
|
|
|
|
1 |
p. 51-75
|
artikel
|
| 70 |
Individuals’ differences in self-assessment: The relationship between subjective and objective financial literacy
|
Xin, Ziqiang
|
|
|
|
1 |
p. 365-379
|
artikel
|
| 71 |
Instructor fluency leads to higher confidence in learning, but not better learning
|
Toftness, Alexander R.
|
|
2017
|
|
1 |
p. 1-14
|
artikel
|
| 72 |
Integrating multiple cues in metamemory: using the illusory effect of font size and level of processing to inform FOK judgments
|
Enam, Tasnuva
|
|
|
|
1 |
p. 169-188
|
artikel
|
| 73 |
Integrating the regulation of affect, behavior, and cognition into self-regulated learning paradigms among secondary and post-secondary students
|
Ben-Eliyahu, Adar
|
|
2015
|
|
1 |
p. 15-42
|
artikel
|
| 74 |
Is the perceptual disfluency effect moderated by working memory capacity? Direct replication of Lehmann et al. (2016)
|
Weissgerber, Sophia C.
|
|
|
|
1 |
p. 293-318
|
artikel
|
| 75 |
Judgment of learning reactivity reflects enhanced relational encoding on cued-recall but not recognition tests
|
Maxwell, Nicholas P.
|
|
|
|
1 |
p. 189-213
|
artikel
|
| 76 |
Knowledge about others’ knowledge: how accurately do teachers estimate their students’ test scores?
|
Güzel, Mehmet Akif
|
|
|
|
1 |
p. 295-312
|
artikel
|
| 77 |
Measuring strategic processing: comparing task-specific self-reports to traces
|
Bråten, Ivar
|
|
2007
|
|
1 |
p. 1-20
|
artikel
|
| 78 |
Metacognition and control of study choice in children
|
Metcalfe, Janet
|
|
2013
|
|
1 |
p. 19-46
|
artikel
|
| 79 |
Metacognition and learning: conceptual and methodological considerations
|
Veenman, Marcel V. J.
|
|
2006
|
|
1 |
p. 3-14
|
artikel
|
| 80 |
Metacognitive activity in the physics student laboratory: is increased metacognition necessarily better?
|
Lippmann Kung, Rebecca
|
|
2007
|
|
1 |
p. 41-56
|
artikel
|
| 81 |
Metacognitive awareness as measured by second-order judgements among university and secondary school students
|
Nederhand, Marloes L.
|
|
|
|
1 |
p. 1-14
|
artikel
|
| 82 |
Metacognitive awareness in relation to university students’ learning profiles
|
Tuononen, Tarja
|
|
|
|
1 |
p. 37-54
|
artikel
|
| 83 |
Metacognitive calibration—an extended conceptualization and potential applications
|
Pieschl, Stephanie
|
|
2008
|
|
1 |
p. 3-31
|
artikel
|
| 84 |
Metacognitive Confidence Can Increase but Also Decrease Performance in Academic Settings
|
Moreno, Lorena
|
|
|
|
1 |
p. 139-165
|
artikel
|
| 85 |
Metacognitive effects of instructional visuals: the role of cue use and judgment type
|
Jaeger, Allison J.
|
|
|
|
1 |
p. 249-291
|
artikel
|
| 86 |
Metacognitive errors in the classroom: The role of variability of past performance on exam prediction accuracy
|
Geraci, Lisa
|
|
|
|
1 |
p. 219-236
|
artikel
|
| 87 |
Metacognitive experience on Raven’s matrices versus insight problems
|
Chuderski, Adam
|
|
|
|
1 |
p. 15-35
|
artikel
|
| 88 |
Metacognitive knowledge of effort, personality factors, and mood state: their relationships with effort-related metacognitive experiences
|
Efklides, Anastasia
|
|
2006
|
|
1 |
p. 33-49
|
artikel
|
| 89 |
Metacognitively competent reading comprehension is constructively responsive reading: how can such reading be developed in students?
|
Pressley, Michael
|
|
2006
|
|
1 |
p. 99-113
|
artikel
|
| 90 |
Metacognitive monitoring skills of reading comprehension and writing between proficient and poor readers
|
Soto, Christian
|
|
|
|
1 |
p. 113-134
|
artikel
|
| 91 |
Metacognitive processes and associations to executive function and motivation during a problem-solving task in 3–5 year olds
|
Marulis, Loren M.
|
|
|
|
1 |
p. 207-231
|
artikel
|
| 92 |
Metacognitive writing strategies, critical thinking skills, and academic writing performance: A structural equation modeling approach
|
Teng, Mark Feng
|
|
|
|
1 |
p. 237-260
|
artikel
|
| 93 |
Metacomprehension and regressions during reading and rereading
|
Wong, Aaron Y.
|
|
|
|
1 |
p. 53-71
|
artikel
|
| 94 |
More isn’t always better: when metacognitive prompts are misleading
|
Vangsness, Lisa
|
|
|
|
1 |
p. 135-156
|
artikel
|
| 95 |
More socio-emotional regulation, more effective? Exploring social regulation of learning in collaborative argumentation among the high and low performing groups
|
Li, Xiaoran
|
|
|
|
1 |
p. 261-293
|
artikel
|
| 96 |
Motivating children to (pre)monitor: positive effects on monitoring accuracy?
|
Wacker, Sophie
|
|
|
|
1 |
p. 1-19
|
artikel
|
| 97 |
On students’ metamotivational knowledge of self-determination
|
Yu, Shi
|
|
|
|
1 |
p. 81-111
|
artikel
|
| 98 |
Precursors of metamemory in young children: the role of theory of mind and metacognitive vocabulary
|
Lockl, Kathrin
|
|
2006
|
|
1 |
p. 15-31
|
artikel
|
| 99 |
Promoting explicit instruction of strategies for self-regulated learning: evaluating a teacher professional development program in primary education
|
Sins, Patrick
|
|
|
|
1 |
p. 215-247
|
artikel
|
| 100 |
Recommendations for exploring the disfluency hypothesis for establishing whether perceptually degrading materials impacts performance
|
Dunlosky, John
|
|
2016
|
|
1 |
p. 123-131
|
artikel
|
| 101 |
Regulation and socio-emotional interactions in a positive and a negative group climate
|
Bakhtiar, Aishah
|
|
2017
|
|
1 |
p. 57-90
|
artikel
|
| 102 |
Relations between intelligence and the development of metaconceptual knowledge
|
Alexander, Joyce M.
|
|
2006
|
|
1 |
p. 51-67
|
artikel
|
| 103 |
Remedying the Metamemory Expectancy Illusion in Source Monitoring: Are there Effects on Restudy Choices and Source Memory?
|
Schaper, Marie Luisa
|
|
|
|
1 |
p. 55-80
|
artikel
|
| 104 |
Self-regulated learning microanalysis as a tool to inform professional development delivery in real-time
|
Peters-Burton, Erin E.
|
|
2016
|
|
1 |
p. 45-78
|
artikel
|
| 105 |
Signaling task awareness in think-aloud protocols from students selecting relevant information from text
|
Schellings, Gonny L. M.
|
|
2011
|
|
1 |
p. 65-82
|
artikel
|
| 106 |
Situating and relating epistemological beliefs into metacognition: studies on beliefs about knowledge and knowing
|
Mason, Lucia
|
|
2009
|
|
1 |
p. 1-6
|
artikel
|
| 107 |
Supporting collaboration with technology: does shared cognition lead to co-regulation in medicine?
|
Lajoie, Susanne P.
|
|
2011
|
|
1 |
p. 45-62
|
artikel
|
| 108 |
Support of the collaborative inquiry learning process: influence of support on task and team regulation
|
Saab, Nadira
|
|
2011
|
|
1 |
p. 7-23
|
artikel
|
| 109 |
Task-related and social regulation during online collaborative learning
|
Janssen, Jeroen
|
|
2010
|
|
1 |
p. 25-43
|
artikel
|
| 110 |
Teachers’ judgment accuracy of students’ monitoring skills: a conceptual and methodological framework and explorative study
|
van de Pol, Janneke
|
|
|
|
1 |
p. 65-101
|
artikel
|
| 111 |
Team regulation, regulation of social activities or co-regulation: Different labels for effective regulation of learning in CSCL
|
Saab, Nadira
|
|
2012
|
|
1 |
p. 1-6
|
artikel
|
| 112 |
The assessment of meta-cognition in different contexts: individualized vs. peer assisted learning
|
Shamir, Adina
|
|
2008
|
|
1 |
p. 47-61
|
artikel
|
| 113 |
The basis of feeling-of-knowing judgments in patients with schizophrenia
|
Bacon, Elisabeth
|
|
2018
|
|
1 |
p. 91-108
|
artikel
|
| 114 |
The correction of errors committed with high confidence
|
Butterfield, Brady
|
|
2006
|
|
1 |
p. 69-84
|
artikel
|
| 115 |
The development of two observational tools for assessing metacognition and self-regulated learning in young children
|
Whitebread, David
|
|
2008
|
|
1 |
p. 63-85
|
artikel
|
| 116 |
The effects of IMPROVE on mathematical knowledge, mathematical reasoning and meta-cognition
|
Mevarech, Zemira
|
|
2006
|
|
1 |
p. 85-97
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artikel
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The effects of summary production and encoding condition on children’s metacognitive monitoring
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Linden, Nicole von der
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2010
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The impact of an online tool for monitoring and regulating learning at university: overconfidence, learning strategy, and personality
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Bruin, Anique B. H. de
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2016
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The influence of summary modality on metacomprehension accuracy
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Madison, Erin M.
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The keyword effect: A conceptual replication, effects on bias, and an optimization
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Waldeyer, Julia
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The many facets of metacognition: comparing multiple measures of metacognition in healthy individuals
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Terneusen, Anneke
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Theoretical, conceptual, methodological, and instructional issues in research on metacognition and self-regulated learning: A discussion
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Azevedo, Roger
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2009
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The pivotal role of monitoring for collaborative problem solving seen in interaction, performance, and interpersonal physiology
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Haataja, Eetu
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| 124 |
The promotion of self-regulated learning in the classroom: a theoretical framework and an observation study
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Vosniadou, Stella
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The relationship between approaches to teaching and approaches to studying: a two-level structural equation model for biology achievement in high school
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Rosário, Pedro
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2013
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The role of personal epistemology in the self-regulation of internet-based learning
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Strømsø, Helge I.
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2009
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The self-regulation for learning online (SRL-O) questionnaire
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Broadbent, Jaclyn
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p. 135-163
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| 128 |
Understanding and supporting Chinese middle Schoolers’ monitoring accuracy in mathematics
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Wang, Ying
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Using multiple, contextualized data sources to measure learners’ perceptions of their self-regulated learning
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McCardle, Lindsay
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2015
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Validation of metacognitive academic writing strategies and the predictive effects on academic writing performance in a foreign language context
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Teng, Mark Feng
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Why is monitoring accuracy so poor in number line estimation? The importance of valid cues and systematic variability for U.S. college students
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Fitzsimmons, Charles J.
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Working memory capacity and disfluency effect: an aptitude-treatment-interaction study
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Lehmann, Janina
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2015
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