| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Accuracy of metacognitive judgments as a moderator of learner control effectiveness in problem-solving tasks
|
Mihalca, Loredana
|
|
2017
|
|
3 |
p. 357-379
|
artikel
|
| 2 |
Acknowledgement to the reviewers
|
|
|
|
|
3 |
p. 479
|
artikel
|
| 3 |
A complex systems approach to analyzing pedagogical agents’ scaffolding of self-regulated learning within an intelligent tutoring system
|
Dever, Daryn A.
|
|
|
|
3 |
p. 659-691
|
artikel
|
| 4 |
A domain-specific account of self-regulated learning: the cognitive and metacognitive activities involved in learning through historical inquiry
|
Poitras, Eric G.
|
|
2013
|
|
3 |
p. 213-234
|
artikel
|
| 5 |
Analysis of self-regulated learning processing using statistical models for count data
|
Greene, Jeffrey Alan
|
|
2011
|
|
3 |
p. 275-301
|
artikel
|
| 6 |
6- and 8-year-olds’ performance evaluations: Do they differ between self and unknown others?
|
Destan, Nesrin
|
|
2017
|
|
3 |
p. 315-336
|
artikel
|
| 7 |
An evaluation of argument mapping as a method of enhancing critical thinking performance in e-learning environments
|
Dwyer, Christopher P.
|
|
2012
|
|
3 |
p. 219-244
|
artikel
|
| 8 |
Applied metacognition and separation of confidence and accuracy in correlational studies
|
Stankov, Lazar
|
|
|
|
3 |
p. 509-516
|
artikel
|
| 9 |
A quantitative review of the effects of self-regulation interventions on primary and secondary student academic achievement
|
Elhusseini, Sohayla A.
|
|
|
|
3 |
p. 1117-1139
|
artikel
|
| 10 |
Assessing metacognitive knowledge in 3–5 year olds: the development of a metacognitive knowledge interview (McKI)
|
Marulis, Loren M.
|
|
2016
|
|
3 |
p. 339-368
|
artikel
|
| 11 |
Assessment of metacognitive knowledge in students with special educational needs
|
Händel, Marion
|
|
2014
|
|
3 |
p. 333-352
|
artikel
|
| 12 |
Assumptions and confidence of others: the impact of socio-cognitive information on metacognitive self-regulation
|
Schnaubert, Lenka
|
|
|
|
3 |
p. 855-887
|
artikel
|
| 13 |
Beliefs about the self-regulation of learning predict cognitive and metacognitive strategies and academic performance in pre-service teachers
|
Vosniadou, Stella
|
|
|
|
3 |
p. 523-554
|
artikel
|
| 14 |
Better beware: comparing metacognition for phishing and legitimate emails
|
Canfield, Casey Inez
|
|
|
|
3 |
p. 343-362
|
artikel
|
| 15 |
“Blockers” do not block recall during tip-of-the-tongue states
|
Kornell, Nate
|
|
2007
|
|
3 |
p. 248-261
|
artikel
|
| 16 |
Child and adult witnesses: the effect of repetition and invitation-probes on free recall and metamemory realism
|
Knutsson, Jens
|
|
2011
|
|
3 |
p. 213-228
|
artikel
|
| 17 |
Cognitive and metacognitive determinants of eyewitness memory accuracy over time
|
Shapira, Anat Adi
|
|
|
|
3 |
p. 437-461
|
artikel
|
| 18 |
Comparing metacognitive monitoring between native and non-native speaking primary school students
|
Buehler, Florian J.
|
|
|
|
3 |
p. 749-768
|
artikel
|
| 19 |
Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level
|
Dignath, Charlotte
|
|
2008
|
|
3 |
p. 231-264
|
artikel
|
| 20 |
Confidence in COVID problem solving: What factors predict adults’ item-level metacognitive judgments on health-related math problems before and after an educational intervention?
|
Scheibe, Daniel A.
|
|
|
|
3 |
p. 989-1023
|
artikel
|
| 21 |
Confidence in performance judgment accuracy: the unskilled and unaware effect revisited
|
Händel, Marion
|
|
2018
|
|
3 |
p. 265-285
|
artikel
|
| 22 |
Confidence judgments: The monitoring of object-level and same-level performance
|
Koriat, Asher
|
|
|
|
3 |
p. 463-478
|
artikel
|
| 23 |
Confidence to spare: individual differences in cognitive and metacognitive arrogance and competence
|
Kleitman, Sabina
|
|
|
|
3 |
p. 479-508
|
artikel
|
| 24 |
Connecting teachers’ classroom instructions with children’s metacognition and learning in elementary school
|
van Loon, Mariëtte H.
|
|
|
|
3 |
p. 623-650
|
artikel
|
| 25 |
Correction to: Better beware: comparing metacognition for phishing and legitimate emails
|
Canfield, Casey Inez
|
|
|
|
3 |
p. 363
|
artikel
|
| 26 |
Correction to: Initial judgment of solvability in non-verbal problems – a predictor of solving processes
|
Lauterman, Tirza
|
|
|
|
3 |
p. 385
|
artikel
|
| 27 |
Correction to: Scaffolding students’ use of metacognitive activities using discipline- and topic-specific reflective prompts
|
Sijmkens, Elien
|
|
|
|
3 |
p. 845
|
artikel
|
| 28 |
Correlates of metacognitive control in 10-year old children and adults
|
Tsalas, Nike
|
|
2017
|
|
3 |
p. 297-314
|
artikel
|
| 29 |
Covert retrieval yields a forward testing effect across levels of successive list similarity
|
Carvalho, Monique
|
|
|
|
3 |
p. 847-861
|
artikel
|
| 30 |
Developmental changes in uncertainty monitoring during an event recall task
|
Linden, Nicole von der
|
|
2006
|
|
3 |
p. 213-228
|
artikel
|
| 31 |
Differences in student reasoning about belief-relevant arguments: a mixed methods study
|
McCrudden, Matthew T.
|
|
2015
|
|
3 |
p. 275-303
|
artikel
|
| 32 |
Does domain matter? Monitoring accuracy across domains
|
Dentakos, Stella
|
|
|
|
3 |
p. 413-436
|
artikel
|
| 33 |
Does the detection of misunderstanding lead to its revision?
|
García-Rodicio, Héctor
|
|
2014
|
|
3 |
p. 265-286
|
artikel
|
| 34 |
Effects of learning item difficulty and value on cognitive offloading during middle childhood
|
Dong, Xiaoxiao
|
|
|
|
3 |
p. 1097-1115
|
artikel
|
| 35 |
Enabling educators to become more effective supporters of SRL: Commentary on a special issue
|
Butler, Deborah L
|
|
|
|
3 |
p. 667-684
|
artikel
|
| 36 |
Enhancing self-regulation of practice: the influence of graphing and self-evaluative standards
|
Kitsantas, Anastasia
|
|
2006
|
|
3 |
p. 201-212
|
artikel
|
| 37 |
Evaluating false positive rates of standard and hierarchical measures of metacognitive accuracy
|
Rausch, Manuel
|
|
|
|
3 |
p. 863-889
|
artikel
|
| 38 |
Evaluation of a classroom based training to improve self-regulation in time management tasks during homework activities with fourth graders
|
Stoeger, Heidrun
|
|
2008
|
|
3 |
p. 207-230
|
artikel
|
| 39 |
Examining my-side bias during and after reading controversial historical accounts
|
Iordanou, Kalypso
|
|
|
|
3 |
p. 319-342
|
artikel
|
| 40 |
Examining response confidence in multiple text tasks
|
List, Alexandra
|
|
2015
|
|
3 |
p. 407-436
|
artikel
|
| 41 |
Examining the development of metacognitive strategy knowledge and its link to strategy application in complex problem solving – a longitudinal analysis
|
Nicolay, Björn
|
|
|
|
3 |
p. 837-854
|
artikel
|
| 42 |
Examining the regulation of motivational and comprehension-related problems during collaborative learning
|
Melzner, Nadine
|
|
|
|
3 |
p. 813-836
|
artikel
|
| 43 |
Examining the relations of time management and procrastination within a model of self-regulated learning
|
Wolters, Christopher A.
|
|
2017
|
|
3 |
p. 381-399
|
artikel
|
| 44 |
Executive functioning, metacognition, and self-perceived competence in elementary school children: an explorative study on their interrelations and their role for school achievement
|
Roebers, Claudia M.
|
|
2012
|
|
3 |
p. 151-173
|
artikel
|
| 45 |
Expert example but not negative example standards help learners accurately evaluate the quality of self-generated examples
|
Froese, Linda
|
|
|
|
3 |
p. 923-944
|
artikel
|
| 46 |
Explicit and implicit confidence judgments and developmental differences in metamemory: an eye-tracking approach
|
Roderer, Thomas
|
|
2010
|
|
3 |
p. 229-250
|
artikel
|
| 47 |
Exploring the connection between task difficulty, task perceptions, physiological arousal and learning outcomes in collaborative learning situations
|
Malmberg, Jonna
|
|
|
|
3 |
p. 793-811
|
artikel
|
| 48 |
Exploring the effects of a musical play intervention on young children’s self-regulation and metacognition
|
Zachariou, Antonia
|
|
|
|
3 |
p. 983-1012
|
artikel
|
| 49 |
Exploring the relations between teachers’ cue-utilization, monitoring and regulation of students’ text learning
|
van de Pol, Janneke
|
|
|
|
3 |
p. 769-799
|
artikel
|
| 50 |
For unto every one that hath shall be given: teachers’ competence profiles regarding the promotion of self-regulated learning moderate the effectiveness of short-term teacher training
|
Dignath, Charlotte
|
|
|
|
3 |
p. 555-594
|
artikel
|
| 51 |
How do parents guide children towards ‘playing to learn’? Reflections on four studies in a special issue on self- and co-regulation in early childhood
|
Hughes, Claire
|
|
|
|
3 |
p. 315-326
|
artikel
|
| 52 |
How multiple levels of metacognitive awareness operate in collaborative problem solving
|
Çini, Ahsen
|
|
|
|
3 |
p. 891-922
|
artikel
|
| 53 |
How to design and evaluate personalized scaffolds for self-regulated learning
|
van der Graaf, Joep
|
|
|
|
3 |
p. 783-810
|
artikel
|
| 54 |
Illusion of explanatory depth and social desirability of historical knowledge
|
Gaviria, Christian
|
|
|
|
3 |
p. 801-832
|
artikel
|
| 55 |
Improving students’ science text comprehension through metacognitive self-regulation when applying learning strategies
|
Leopold, Claudia
|
|
2015
|
|
3 |
p. 313-346
|
artikel
|
| 56 |
Improving the measurement of self-regulated learning using multi-channel data
|
Fan, Yizhou
|
|
|
|
3 |
p. 1025-1055
|
artikel
|
| 57 |
Inhibitory control in toddlerhood – the role of parental co-regulation and self-efficacy beliefs
|
Gärtner, Kim Angeles
|
|
2018
|
|
3 |
p. 241-264
|
artikel
|
| 58 |
Initial judgment of solvability in non-verbal problems – a predictor of solving processes
|
Lauterman, Tirza
|
|
|
|
3 |
p. 365-383
|
artikel
|
| 59 |
Integrating self-regulated learning and individual differences in the prediction of university academic achievement across a three-year-long degree
|
Pérez-González, Juan-Carlos
|
|
|
|
3 |
p. 1141-1165
|
artikel
|
| 60 |
Integrating video analysis of teacher and student behaviors to promote Preservice teachers’ teaching meta-strategic knowledge
|
Michalsky, Tova
|
|
|
|
3 |
p. 595-622
|
artikel
|
| 61 |
Internet-specific epistemic beliefs and self-regulated learning in online academic information searching
|
Chiu, Yen-Lin
|
|
2013
|
|
3 |
p. 235-260
|
artikel
|
| 62 |
Introduction to special issue mind the gap between research and practice in the area of teachers’ support of metacognition and SRL
|
Dignath, Charlotte
|
|
|
|
3 |
p. 517-521
|
artikel
|
| 63 |
Introduction to special issue on facilitating self-regulated learning with scaffolds: Recent advances and future directions
|
van der Graaf, Joep
|
|
|
|
3 |
p. 623-629
|
artikel
|
| 64 |
Introduction to the special Issue “applied metacognition: real-world applications beyond learning”
|
Kleitman, Sabina
|
|
|
|
3 |
p. 335-342
|
artikel
|
| 65 |
Introduction to the special issue: the role of metacognition in complex skills - spotlights on problem solving, collaboration, and self-regulated learning
|
Krieger, Florian
|
|
|
|
3 |
p. 683-690
|
artikel
|
| 66 |
Investigating changes in self-evaluation of technical competences in the serious game Serena Supergreen: Findings, challenges and lessons learned
|
Kapp, Felix
|
|
|
|
3 |
p. 387-411
|
artikel
|
| 67 |
Investigating grit and its relations with college students’ self-regulated learning and academic achievement
|
Wolters, Christopher A.
|
|
2014
|
|
3 |
p. 293-311
|
artikel
|
| 68 |
Judgments of learning reflect the Animacy advantage for memory, but not beliefs about the effect
|
DeYoung, Carlee M.
|
|
|
|
3 |
p. 711-747
|
artikel
|
| 69 |
Longitudinal associations between executive functions and metacognitive monitoring in 5- to 8-year-olds
|
Kälin, Sonja
|
|
|
|
3 |
p. 1079-1095
|
artikel
|
| 70 |
Maternal scaffolding during play with 12- to 24-month-old infants: stability over time and relations with emerging effortful control
|
Neale, Dave
|
|
|
|
3 |
p. 265-289
|
artikel
|
| 71 |
Metacognition and fluid intelligence in value-directed remembering
|
Murphy, Dillon H.
|
|
|
|
3 |
p. 685-709
|
artikel
|
| 72 |
Metacognition and the spacing effect: the role of repetition, feedback, and instruction on judgments of learning for massed and spaced rehearsal
|
Logan, Jessica M.
|
|
2012
|
|
3 |
p. 175-195
|
artikel
|
| 73 |
Metacognitive judgments can potentiate new learning: The role of covert retrieval
|
Kubik, Veit
|
|
|
|
3 |
p. 1057-1077
|
artikel
|
| 74 |
Metacognitive knowledge in children at early elementary school
|
Haberkorn, Kerstin
|
|
2014
|
|
3 |
p. 239-263
|
artikel
|
| 75 |
Metacognitive regulation contributes to digital text comprehension in E-learning
|
Burin, Debora I.
|
|
|
|
3 |
p. 391-410
|
artikel
|
| 76 |
Metacognitive scaffolding during collaborative learning: a promising combination
|
Molenaar, Inge
|
|
2014
|
|
3 |
p. 309-332
|
artikel
|
| 77 |
Metacognitive skills and self-regulated learning and teaching among primary school teachers: The mediating effect of enthusiasm
|
Huang, Xianhan
|
|
|
|
3 |
p. 897-919
|
artikel
|
| 78 |
Metacognitive strategies that enhance critical thinking
|
Ku, Kelly Y. L.
|
|
2010
|
|
3 |
p. 251-267
|
artikel
|
| 79 |
Metacomprehension effects situated within an anchoring and adjustment framework
|
Linderholm, Tracy
|
|
2008
|
|
3 |
p. 175-188
|
artikel
|
| 80 |
Methodological concerns: the feeling-of-knowing task affects resolution
|
Schwartz, Bennett L.
|
|
2015
|
|
3 |
p. 305-316
|
artikel
|
| 81 |
Modeling self-regulated learning as learners doing learning science: How trace data and learning analytics help develop skills for self-regulated learning
|
Winne, Philip H.
|
|
|
|
3 |
p. 773-791
|
artikel
|
| 82 |
Monitoring comprehension in a foreign language: Trait or skill?
|
Temelman-Yogev, Lilach
|
|
|
|
3 |
p. 343-365
|
artikel
|
| 83 |
Multi-method assessment of metacognitive skills in elementary school children: how you test is what you get
|
Desoete, Annemie
|
|
2008
|
|
3 |
p. 189-206
|
artikel
|
| 84 |
Paving a clear path in a thick forest: a conceptual analysis of a metacognitive component
|
Zohar, Anat
|
|
2009
|
|
3 |
p. 177-195
|
artikel
|
| 85 |
Play it safe or play to learn: mindsets and behavioral self-regulation in kindergarten
|
Compagnoni, Miriam
|
|
|
|
3 |
p. 291-314
|
artikel
|
| 86 |
Prior experience shapes metacognitive judgments at the category level: the role of testing and category difficulty
|
Thomas, Ruthann C.
|
|
2015
|
|
3 |
p. 257-274
|
artikel
|
| 87 |
Productive group engagement in cognitive activity and metacognitive regulation during collaborative learning: can it explain differences in students’ conceptual understanding?
|
Khosa, Deep K.
|
|
2014
|
|
3 |
p. 287-307
|
artikel
|
| 88 |
Prompting retrieval during monitoring and self-regulated learning in older and younger adults
|
DeCaro, Renée
|
|
|
|
3 |
p. 367-390
|
artikel
|
| 89 |
Reactivity to confidence ratings in older individuals performing the latin square task
|
Double, Kit S.
|
|
2018
|
|
3 |
p. 309-326
|
artikel
|
| 90 |
Reading characteristics of Chinese-English adolescents: knowledge and application of strategic reading
|
Yau, Jia-ling Charlene
|
|
2009
|
|
3 |
p. 217-235
|
artikel
|
| 91 |
Recognizing early childhood as a critical time for developing and supporting self-regulation
|
Perry, Nancy E.
|
|
|
|
3 |
p. 327-334
|
artikel
|
| 92 |
Reflection on exam grades to improve calibration of secondary school students: a longitudinal study
|
Nederhand, Marloes L.
|
|
|
|
3 |
p. 291-317
|
artikel
|
| 93 |
Relating self reports of writing behaviour and online task execution using a temporal model
|
Tillema, Marion
|
|
2011
|
|
3 |
p. 229-253
|
artikel
|
| 94 |
Relations between undergraduates’ self-regulated learning skill mastery during digital training and biology performance
|
Bernacki, Matthew L.
|
|
|
|
3 |
p. 711-747
|
artikel
|
| 95 |
Relationships between perceived parental involvement in homework, student homework behaviors, and academic achievement: differences among elementary, junior high, and high school students
|
Núñez, J. C.
|
|
2015
|
|
3 |
p. 375-406
|
artikel
|
| 96 |
Scaffolding self-regulated learning from causal-relations texts: Diagramming and self-assessment to improve metacomprehension accuracy?
|
Pijeira-Díaz, Héctor J.
|
|
|
|
3 |
p. 631-658
|
artikel
|
| 97 |
Scaffolding students’ use of metacognitive activities using discipline- and topic-specific reflective prompts
|
Sijmkens, Elien
|
|
|
|
3 |
p. 811-843
|
artikel
|
| 98 |
Self-efficacy and prior domain knowledge: to what extent does monitoring mediate their relationship with hypermedia learning?
|
Moos, Daniel C.
|
|
2009
|
|
3 |
p. 197-216
|
artikel
|
| 99 |
Self-monitoring of self-regulation during math homework behaviour using standardized diaries
|
Schmitz, Bernhard
|
|
2011
|
|
3 |
p. 255-273
|
artikel
|
| 100 |
Self-regulated learning skills and the quality of execution of construction tasks: A comparison between young children at risk for specific learning disorders and typically developing peers
|
Tzohar-Rozen, Meirav
|
|
|
|
3 |
p. 833-853
|
artikel
|
| 101 |
Self-regulation and co-regulation in early childhood – development, assessment and supporting factors
|
Erdmann, Kim Angeles
|
|
|
|
3 |
p. 229-238
|
artikel
|
| 102 |
Self-report of reading comprehension strategies: What are we measuring?
|
Cromley, Jennifer G.
|
|
2007
|
|
3 |
p. 229-247
|
artikel
|
| 103 |
Simultaneous decisions at study: time allocation, ordering, and spacing
|
Son, Lisa K.
|
|
2009
|
|
3 |
p. 237-248
|
artikel
|
| 104 |
Supporting reflection to improve learning from self-generated concept maps
|
Eshuis, Elise H.
|
|
|
|
3 |
p. 691-713
|
artikel
|
| 105 |
Supporting self-regulated learning in clinical problem-solving with a computer-based learning environment: the effectiveness of scaffolds
|
Zheng, Juan
|
|
|
|
3 |
p. 693-709
|
artikel
|
| 106 |
Talking to children about science is harder than we think: characteristics and metacognitive judgments of explanations provided to children and adults
|
Vlach, Haley A.
|
|
2016
|
|
3 |
p. 317-338
|
artikel
|
| 107 |
Teachers’ knowledge and professional development for metacognitive instruction in the context of higher order thinking
|
Zohar, Anat
|
|
|
|
3 |
p. 855-895
|
artikel
|
| 108 |
Teachers’ monitoring of students’ text comprehension: can students’ keywords and summaries improve teachers’ judgment accuracy?
|
Engelen, Jan A. A.
|
|
2018
|
|
3 |
p. 287-307
|
artikel
|
| 109 |
Teacher support for metacognition and self-regulated learning: a compelling story and a prototypical model
|
Greene, Jeffrey Alan
|
|
|
|
3 |
p. 651-666
|
artikel
|
| 110 |
The development of metacognitive skills: evidence from observational analysis of young children’s behavior during problem-solving
|
Bryce, Donna
|
|
2012
|
|
3 |
p. 197-217
|
artikel
|
| 111 |
The Dynamics Between Self-Regulated Learning and Learning Outcomes: an Exploratory Approach and Implications
|
van der Graaf, Joep
|
|
|
|
3 |
p. 745-771
|
artikel
|
| 112 |
The effect of value on judgment of learning in tradeoff learning condition: the mediating role of study time
|
Yu, Yang
|
|
|
|
3 |
p. 435-454
|
artikel
|
| 113 |
The process of early self-control: an observational study in two- and three-year-olds
|
Mulder, Hanna
|
|
|
|
3 |
p. 239-264
|
artikel
|
| 114 |
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