| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Accuracy in judgments of study time predicts academic success in an engineering course
|
Gyllen, Justin G.
|
|
2019
|
|
2 |
p. 215-228
|
artikel
|
| 2 |
Alternative assessment of strategy use with self-report instruments: a discussion
|
Veenman, Marcel V. J.
|
|
2011
|
|
2 |
p. 205-211
|
artikel
|
| 3 |
A multi-level growth modeling approach to measuring learner attention with metacognitive pedagogical agents
|
Wiedbusch, Megan
|
|
|
|
2 |
p. 465-494
|
artikel
|
| 4 |
Analyzing the temporal evolution of students’ behaviors in open-ended learning environments
|
Kinnebrew, John S.
|
|
2014
|
|
2 |
p. 187-215
|
artikel
|
| 5 |
Applying learning strategy questionnaires: problems and possibilities
|
Schellings, Gonny
|
|
2011
|
|
2 |
p. 91-109
|
artikel
|
| 6 |
Are children’s judgments of another’s accuracy linked to their metacognitive confidence judgments?
|
Baer, Carolyn
|
|
|
|
2 |
p. 485-516
|
artikel
|
| 7 |
Assessing comprehension during reading with the Reading Strategy Assessment Tool (RSAT)
|
Magliano, Joseph P.
|
|
2010
|
|
2 |
p. 131-154
|
artikel
|
| 8 |
Association and dissociation between judgments of learning and memory: A Meta-analysis of the font size effect
|
Chang, Minyu
|
|
|
|
2 |
p. 443-476
|
artikel
|
| 9 |
Beyond intelligence: a meta-analytic review of the relationship among metacognition, intelligence, and academic performance
|
Ohtani, Kazuhiro
|
|
2018
|
|
2 |
p. 179-212
|
artikel
|
| 10 |
Calibration in multiple text use
|
Wang, Ying
|
|
2019
|
|
2 |
p. 131-166
|
artikel
|
| 11 |
Children’s and adults’ judgments of the controllability of cognitive activities
|
Pillow, Bradford H.
|
|
2014
|
|
2 |
p. 231-244
|
artikel
|
| 12 |
College students’ homework and academic achievement: The mediating role of self-regulatory beliefs
|
Kitsantas, Anastasia
|
|
2008
|
|
2 |
p. 97-110
|
artikel
|
| 13 |
Confident or familiar? The role of familiarity ratings in adults’ confidence judgments when estimating fraction magnitudes
|
Fitzsimmons, Charles J.
|
|
|
|
2 |
p. 215-231
|
artikel
|
| 14 |
Correcting experience-based judgments: the perseverance of subjective experience in the face of the correction of judgment
|
Nussinson, Ravit
|
|
2008
|
|
2 |
p. 159-174
|
artikel
|
| 15 |
Correction to: Association and dissociation between judgments of learning and memory: A Meta-analysis of the font size effect
|
Chang, Minyu
|
|
|
|
2 |
p. 477-478
|
artikel
|
| 16 |
Dissecting sequences of regulation and cognition: statistical discourse analysis of primary school children’s collaborative learning
|
Molenaar, Inge
|
|
2013
|
|
2 |
p. 137-160
|
artikel
|
| 17 |
Does teacher homework feedback matter to 6th graders’ school engagement?: a mixed methods study
|
Cunha, Jennifer
|
|
2019
|
|
2 |
p. 89-129
|
artikel
|
| 18 |
Does training in how to regulate one’s learning affect how students report self-regulated learning in diary tasks?
|
Ferreira, P. Costa
|
|
2014
|
|
2 |
p. 199-230
|
artikel
|
| 19 |
Effects of motivational regulation strategies on writing performance: a mediation model of self-regulated learning of writing in English as a second/foreign language
|
Teng, Lin Sophie
|
|
2017
|
|
2 |
p. 213-240
|
artikel
|
| 20 |
Effects of the know-want-learn strategy on students’ mathematics achievement, anxiety and metacognitive skills
|
Tok, Şükran
|
|
2013
|
|
2 |
p. 193-212
|
artikel
|
| 21 |
Elementary school students’ strategic learning: does task-type matter?
|
Malmberg, Jonna
|
|
2013
|
|
2 |
p. 113-136
|
artikel
|
| 22 |
Elementary students’ metacognitive processes and post-performance calibration on mathematical problem-solving tasks
|
García, Trinidad
|
|
2015
|
|
2 |
p. 139-170
|
artikel
|
| 23 |
Enhancing students’ self-regulation and mathematics performance: the influence of feedback and self-evaluative standards
|
Labuhn, Andju Sara
|
|
2010
|
|
2 |
p. 173-194
|
artikel
|
| 24 |
Erratum to: Self-regulated learning microanalysis as a tool to inform professional development delivery in real-time
|
Peters-Burton, Erin E.
|
|
2017
|
|
2 |
p. 295
|
artikel
|
| 25 |
Evaluating metacognitive self-reports: systematic reviews of the value of self-report in metacognitive research
|
Craig, Kym
|
|
|
|
2 |
p. 155-213
|
artikel
|
| 26 |
Examining evolutions in the adoption of metacognitive regulation in reciprocal peer tutoring groups
|
Backer, Liesje De
|
|
2015
|
|
2 |
p. 187-213
|
artikel
|
| 27 |
Expert example standards but not idea unit standards help learners accurately evaluate the quality of self-generated examples
|
Froese, Linda
|
|
|
|
2 |
p. 565-588
|
artikel
|
| 28 |
Explaining calibration accuracy in classroom contexts: the effects of incentives, reflection, and explanatory style
|
Hacker, Douglas J.
|
|
2008
|
|
2 |
p. 101-121
|
artikel
|
| 29 |
Exploring temporal sequences of regulatory phases and associated interactions in low- and high-challenge collaborative learning sessions
|
Sobocinski, Márta
|
|
2017
|
|
2 |
p. 275-294
|
artikel
|
| 30 |
Exploring the relationship between prior knowledge and metacognitive monitoring accuracy
|
Witherby, Amber E.
|
|
|
|
2 |
p. 591-621
|
artikel
|
| 31 |
Extending a model of homework: a multilevel analysis with Chinese middle school students
|
Xu, Jianzhong
|
|
|
|
2 |
p. 531-563
|
artikel
|
| 32 |
Extending the testing effect to self-regulated learning
|
Fernandez, Jonathan
|
|
2016
|
|
2 |
p. 131-156
|
artikel
|
| 33 |
How beliefs explain the effect of achievement goals on judgments of learning
|
Ikeda, Kenji
|
|
|
|
2 |
p. 499-530
|
artikel
|
| 34 |
How does monitoring set the stage for adaptive regulation or maladaptive behavior in collaborative learning?
|
Sobocinski, Márta
|
|
|
|
2 |
p. 99-127
|
artikel
|
| 35 |
“How do I remember when I got my dog?” The structure and development of children’s metamemory
|
Fritz, Kristina
|
|
2010
|
|
2 |
p. 207-228
|
artikel
|
| 36 |
How evaluating memorability can lead to Unintended Consequences
|
Murphy, Dillon H.
|
|
|
|
2 |
p. 375-403
|
artikel
|
| 37 |
How social challenges affect children’s regulation and assignment quality in hypermedia: a process mining study
|
Paans, Cindy
|
|
|
|
2 |
p. 189-213
|
artikel
|
| 38 |
How to assess the contributions of processing fluency and beliefs to the formation of judgments of learning: methods and pitfalls
|
Yang, Chunliang
|
|
|
|
2 |
p. 319-343
|
artikel
|
| 39 |
If it is stored in my memory I will surely retrieve it: anatomy of a metacognitive belief
|
Kornell, Nate
|
|
2014
|
|
2 |
p. 279-292
|
artikel
|
| 40 |
Immediate and delayed effects of meta-cognitive instruction on regulation of cognition and mathematics achievement
|
Mevarech, Zemira R.
|
|
2008
|
|
2 |
p. 147-157
|
artikel
|
| 41 |
Improving metacognition in the classroom through instruction, training, and feedback
|
Callender, Aimee A.
|
|
2015
|
|
2 |
p. 215-235
|
artikel
|
| 42 |
Individual differences in relative metacomprehension accuracy: variation within and across task manipulations
|
Chiang, Evelyn S.
|
|
2009
|
|
2 |
p. 121-135
|
artikel
|
| 43 |
Issues in dealing with sequential and temporal characteristics of self- and socially-regulated learning
|
Azevedo, Roger
|
|
2014
|
|
2 |
p. 217-228
|
artikel
|
| 44 |
Issues in researching self-regulated learning as patterns of events
|
Winne, Philip H.
|
|
2014
|
|
2 |
p. 229-237
|
artikel
|
| 45 |
I think I was wrong: The effect of making experimental predictions when learning about theories from psychology textbook excerpts
|
Guerrero, Tricia A.
|
|
|
|
2 |
p. 337-373
|
artikel
|
| 46 |
Learning from text: knowing the test format enhanced metacognitive monitoring
|
Dutke, Stephan
|
|
2010
|
|
2 |
p. 195-206
|
artikel
|
| 47 |
Learning to integrate divergent information sources: the interplay of epistemic cognition and epistemic metacognition
|
Barzilai, Sarit
|
|
2016
|
|
2 |
p. 193-232
|
artikel
|
| 48 |
Looking back: reasoning and metacognition with narrative texts
|
Franks, Bridget A.
|
|
2013
|
|
2 |
p. 145-171
|
artikel
|
| 49 |
Measures of relative metacognitive accuracy are confounded with task performance in tasks that permit guessing
|
Vuorre, Matti
|
|
|
|
2 |
p. 269-291
|
artikel
|
| 50 |
Measuring deep, reflective comprehension and learning strategies: challenges and successes
|
McNamara, Danielle S.
|
|
2011
|
|
2 |
p. 195-203
|
artikel
|
| 51 |
Measuring strategic processing when students read multiple texts
|
Bråten, Ivar
|
|
2011
|
|
2 |
p. 111-130
|
artikel
|
| 52 |
Measuring strategy use in context with multiple-choice items
|
Cromley, Jennifer
|
|
2011
|
|
2 |
p. 155-177
|
artikel
|
| 53 |
Measuring strategy use with self-report instruments: theoretical and empirical considerations
|
Schellings, Gonny
|
|
2011
|
|
2 |
p. 83-90
|
artikel
|
| 54 |
Memory for inter-item relations is reactively disrupted by metamemory judgments
|
Zhao, Wenbo
|
|
|
|
2 |
p. 549-566
|
artikel
|
| 55 |
Metacognition, achievement goals, study strategies and academic achievement: pathways to achievement
|
Vrugt, Anneke
|
|
2008
|
|
2 |
p. 123-146
|
artikel
|
| 56 |
Metacognitive control processes in question answering: help seeking and withholding answers
|
Undorf, Monika
|
|
|
|
2 |
p. 431-458
|
artikel
|
| 57 |
Metacognitive learning strategies: differential development patterns in high school
|
Leutwyler, Bruno
|
|
2009
|
|
2 |
p. 111-123
|
artikel
|
| 58 |
Metacognitive learning: the effect of item-specific experience and age on metamemory calibration and planning
|
Krätzig, Gregory P.
|
|
2009
|
|
2 |
p. 125-144
|
artikel
|
| 59 |
Metacognitive monitoring and help-seeking decisions on mathematical equivalence problems
|
Nelson, Lindsey J.
|
|
2019
|
|
2 |
p. 167-187
|
artikel
|
| 60 |
Metacognitive monitoring in university classes: anticipating a graded vs. a pass-fail test affects monitoring accuracy
|
Barenberg, Jonathan
|
|
2013
|
|
2 |
p. 121-143
|
artikel
|
| 61 |
Meta-creativity: what is it and how does it relate to creativity?
|
Mevarech, Zemira R.
|
|
|
|
2 |
p. 427-441
|
artikel
|
| 62 |
Metasearch accuracy for letters and symbols: do our intuitions match empirical reality?
|
Green, Sean R.
|
|
2015
|
|
2 |
p. 237-256
|
artikel
|
| 63 |
Normative data and standardization of an international protocol for the evaluation of metacognition in Spanish-speaking university students: A cross-cultural analysis
|
Gutierrez de Blume, Antonio P.
|
|
|
|
2 |
p. 495-526
|
artikel
|
| 64 |
Patterns of co-occurring non-verbal behaviour and self-directed speech; a comparison of three methodological approaches
|
Kuvalja, Martina
|
|
2013
|
|
2 |
p. 87-111
|
artikel
|
| 65 |
Perceptually fluent features of study words do not inflate judgements of learning: evidence from font size, highlights, and Sans Forgetica font type
|
Maxwell, Nicholas P.
|
|
|
|
2 |
p. 293-319
|
artikel
|
| 66 |
Prior failures, laboring in vain, and knowing when to give up: Incremental versus entity theories
|
Bae, Jinhee
|
|
|
|
2 |
p. 275-296
|
artikel
|
| 67 |
Process mining techniques for analysing patterns and strategies in students’ self-regulated learning
|
Bannert, Maria
|
|
2013
|
|
2 |
p. 161-185
|
artikel
|
| 68 |
Profiling writers: analysis of writing dynamics among college students
|
Escorcia, Dyanne
|
|
2017
|
|
2 |
p. 233-273
|
artikel
|
| 69 |
Promoting preservice teachers’ dual self-regulation roles as learners and as teachers: effects of generic vs. specific prompts
|
Kramarski, Bracha
|
|
2016
|
|
2 |
p. 157-191
|
artikel
|
| 70 |
Promoting teachers’ algebraic reasoning and self-regulation with metacognitive guidance
|
Kramarski, Bracha
|
|
2008
|
|
2 |
p. 83-99
|
artikel
|
| 71 |
Promotion of self-regulated learning in classrooms: investigating frequency, quality, and consequences for student performance
|
Kistner, Saskia
|
|
2010
|
|
2 |
p. 157-171
|
artikel
|
| 72 |
Reactivity from judgments of learning is not only due to memory forecasting: evidence from associative memory and frequency judgments
|
Maxwell, Nicholas P.
|
|
|
|
2 |
p. 589-625
|
artikel
|
| 73 |
Reflections on the field of metacognition: issues, challenges, and opportunities
|
Azevedo, Roger
|
|
|
|
2 |
p. 91-98
|
artikel
|
| 74 |
Relating metacognition and executive functions to early mathematical and language skills in children aged 4–5 years
|
Jiao, Xiaoyan
|
|
|
|
2 |
p. 449-464
|
artikel
|
| 75 |
Relations among classroom context, student motivation, and mathematics literacy: a social cognitive perspective
|
Kitsantas, Anastasia
|
|
|
|
2 |
p. 255-273
|
artikel
|
| 76 |
Retrospective confidence rating about memory performance is affected by both retrieval fluency and non-decision time
|
Hu, Xiao
|
|
|
|
2 |
p. 651-681
|
artikel
|
| 77 |
Reverse-correlation reveals internal error-corrections during information-seeking
|
Weise, Lorenz
|
|
|
|
2 |
p. 321-335
|
artikel
|
| 78 |
Rubrics enhance accuracy and reduce cognitive load in self-assessment
|
Krebs, Rebecca
|
|
|
|
2 |
p. 627-650
|
artikel
|
| 79 |
Self-reported use of retrieval practice varies across age and domain
|
Tullis, Jonathan G.
|
|
|
|
2 |
p. 129-154
|
artikel
|
| 80 |
Sequential and temporal characteristics of self and socially regulated learning
|
Molenaar, Inge
|
|
2014
|
|
2 |
p. 75-85
|
artikel
|
| 81 |
Simulating the dynamics of self-regulation, emotion, grit, and student performance in cyber-learning environments
|
Kooken, Janice W.
|
|
|
|
2 |
p. 367-405
|
artikel
|
| 82 |
Statistical estimates of learners’ judgments about knowledge in calibration of achievement
|
Winne, Philip H.
|
|
2011
|
|
2 |
p. 179-193
|
artikel
|
| 83 |
Strategy Motivation and Strategy Use: Role of Student Appraisals of Utility and Cost
|
Karabenick, Stuart A.
|
|
|
|
2 |
p. 345-366
|
artikel
|
| 84 |
Study techniques differentially influence the delayed judgment-of-learning accuracy of adolescent children and college-aged adults
|
Hughes, Gregory I.
|
|
2018
|
|
2 |
p. 109-126
|
artikel
|
| 85 |
Supporting strategic and meta-strategic development of argument skill: the role of reflection
|
Iordanou, Kalypso
|
|
|
|
2 |
p. 399-425
|
artikel
|
| 86 |
Teacher beliefs, knowledge, and practice of self-regulated learning
|
Spruce, Robin
|
|
2014
|
|
2 |
p. 245-277
|
artikel
|
| 87 |
Teachers’ direct and indirect promotion of self-regulated learning in primary and secondary school mathematics classes – insights from video-based classroom observations and teacher interviews
|
Dignath, Charlotte
|
|
2018
|
|
2 |
p. 127-157
|
artikel
|
| 88 |
Temporal change of emotions: Identifying academic emotion trajectories and profiles in problem-solving
|
Zheng, Juan
|
|
|
|
2 |
p. 315-345
|
artikel
|
| 89 |
Testing pays off twice: Potentials of practice tests and feedback regarding exam performance and judgment accuracy
|
Naujoks, Nick
|
|
|
|
2 |
p. 479-498
|
artikel
|
| 90 |
The Double-Edged Interactions of Prompts and Self-efficacy
|
Gentner, Nadja
|
|
|
|
2 |
p. 261-289
|
artikel
|
| 91 |
The effect of a distributed metacognitive strategy intervention on reading comprehension
|
Urban, Marek
|
|
|
|
2 |
p. 405-424
|
artikel
|
| 92 |
The effect of delayed-JOLs and sentence generation on children’s monitoring accuracy and regulation of idiom study
|
Loon, Mariëtte H. van
|
|
2013
|
|
2 |
p. 173-191
|
artikel
|
| 93 |
The effect of delayed judgments of learning on retention
|
Tekin, Eylul
|
|
|
|
2 |
p. 407-429
|
artikel
|
| 94 |
The effect of metacomprehension judgment task on comprehension monitoring and metacognitive accuracy
|
Ozuru, Yasuhiro
|
|
2012
|
|
2 |
p. 113-131
|
artikel
|
| 95 |
The effect of time pressure on metacognitive control: developmental changes in self-regulation and efficiency during learning
|
Gönül, Gökhan
|
|
|
|
2 |
p. 459-483
|
artikel
|
| 96 |
The Effects of emotion on judgments of learning and memory: a meta-analytic review
|
Yin, Yue
|
|
|
|
2 |
p. 425-447
|
artikel
|
| 97 |
The impact of retrieval processes, age, general achievement level, and test scoring scheme for children’s metacognitive monitoring and controlling
|
Krebs, Saskia Susanne
|
|
2011
|
|
2 |
p. 75-90
|
artikel
|
| 98 |
The instinct fallacy: the metacognition of answering and revising during college exams
|
Couchman, Justin J.
|
|
2015
|
|
2 |
p. 171-185
|
artikel
|
| 99 |
The MAPS model of self-regulation: Integrating metacognition, agency, and possible selves
|
Frazier, Leslie D.
|
|
|
|
2 |
p. 297-318
|
artikel
|
| 100 |
The relation between preschool children’s false-belief understanding and domain-general experimentation skills
|
Piekny, Jeanette
|
|
2013
|
|
2 |
p. 103-119
|
artikel
|
| 101 |
The relationships among executive functions, metacognitive skills and educational achievement in 5 and 7 year-old children
|
Bryce, Donna
|
|
2014
|
|
2 |
p. 181-198
|
artikel
|
| 102 |
The role of achievement emotions for text comprehension and metacomprehension
|
Prinz-Weiß, Anja
|
|
|
|
2 |
p. 347-373
|
artikel
|
| 103 |
The role of metacognitive skills in developing critical thinking
|
Magno, Carlo
|
|
2010
|
|
2 |
p. 137-156
|
artikel
|
| 104 |
The underconfidence-with-practice effect in action memory: The contribution of retrieval practice to metacognitive monitoring
|
Kubik, Veit
|
|
|
|
2 |
p. 375-398
|
artikel
|
| 105 |
Think higher, gain more: the effect of making inference- and memory-based metacognitive judgments on text learning
|
Ha, Hyorim
|
|
|
|
2 |
p. 567-590
|
artikel
|
| 106 |
Towards efficient measurement of metacognition in mathematical problem solving
|
Jacobse, Annemieke E.
|
|
2012
|
|
2 |
p. 133-149
|
artikel
|
| 107 |
Uncovering students’ thinking about thinking using concept maps
|
Ritchhart, Ron
|
|
2009
|
|
2 |
p. 145-159
|
artikel
|
| 108 |
Uninformative anchoring effect in judgments of learning
|
Ikeda, Kenji
|
|
|
|
2 |
p. 527-548
|
artikel
|
| 109 |
Using strategy instruction and confidence judgments to improve metacognitive monitoring
|
Huff, Jessica D.
|
|
2009
|
|
2 |
p. 161-176
|
artikel
|
| 110 |
Variations in socially shared metacognitive regulation and their relation with university students’ performance
|
De Backer, Liesje
|
|
|
|
2 |
p. 233-259
|
artikel
|
| 111 |
What do second-order judgments tell us about low-performing students’ metacognitive awareness?
|
Fritzsche, Eva S.
|
|
2018
|
|
2 |
p. 159-177
|
artikel
|
| 112 |
What makes a word difficult? Insights into the mental representation of technical terms
|
Jucks, Regina
|
|
2011
|
|
2 |
p. 91-111
|
artikel
|
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