| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A quantitative review of the effects of self-regulation interventions on primary and secondary student academic achievement
|
Elhusseini, Sohayla A.
|
|
|
17 |
3 |
p. 1117-1139
|
artikel
|
| 2 |
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.
|
|
|
17 |
3 |
p. 989-1023
|
artikel
|
| 3 |
Effects of learning item difficulty and value on cognitive offloading during middle childhood
|
Dong, Xiaoxiao
|
|
|
17 |
3 |
p. 1097-1115
|
artikel
|
| 4 |
Examining the development of metacognitive strategy knowledge and its link to strategy application in complex problem solving – a longitudinal analysis
|
Nicolay, Björn
|
|
|
17 |
3 |
p. 837-854
|
artikel
|
| 5 |
Examining the regulation of motivational and comprehension-related problems during collaborative learning
|
Melzner, Nadine
|
|
|
17 |
3 |
p. 813-836
|
artikel
|
| 6 |
Exploring the connection between task difficulty, task perceptions, physiological arousal and learning outcomes in collaborative learning situations
|
Malmberg, Jonna
|
|
|
17 |
3 |
p. 793-811
|
artikel
|
| 7 |
Improving the measurement of self-regulated learning using multi-channel data
|
Fan, Yizhou
|
|
|
17 |
3 |
p. 1025-1055
|
artikel
|
| 8 |
Integrating self-regulated learning and individual differences in the prediction of university academic achievement across a three-year-long degree
|
Pérez-González, Juan-Carlos
|
|
|
17 |
3 |
p. 1141-1165
|
artikel
|
| 9 |
Introduction to the special issue: the role of metacognition in complex skills - spotlights on problem solving, collaboration, and self-regulated learning
|
Krieger, Florian
|
|
|
17 |
3 |
p. 683-690
|
artikel
|
| 10 |
Longitudinal associations between executive functions and metacognitive monitoring in 5- to 8-year-olds
|
Kälin, Sonja
|
|
|
17 |
3 |
p. 1079-1095
|
artikel
|
| 11 |
Metacognitive judgments can potentiate new learning: The role of covert retrieval
|
Kubik, Veit
|
|
|
17 |
3 |
p. 1057-1077
|
artikel
|
| 12 |
Metacognitive skills and self-regulated learning and teaching among primary school teachers: The mediating effect of enthusiasm
|
Huang, Xianhan
|
|
|
17 |
3 |
p. 897-919
|
artikel
|
| 13 |
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.
|
|
|
17 |
3 |
p. 773-791
|
artikel
|
| 14 |
Supporting reflection to improve learning from self-generated concept maps
|
Eshuis, Elise H.
|
|
|
17 |
3 |
p. 691-713
|
artikel
|
| 15 |
Teachers’ knowledge and professional development for metacognitive instruction in the context of higher order thinking
|
Zohar, Anat
|
|
|
17 |
3 |
p. 855-895
|
artikel
|
| 16 |
The Dynamics Between Self-Regulated Learning and Learning Outcomes: an Exploratory Approach and Implications
|
van der Graaf, Joep
|
|
|
17 |
3 |
p. 745-771
|
artikel
|
| 17 |
The role of metacognition in monitoring performance and regulating learning in early readers
|
Taouki, Ioanna
|
|
|
17 |
3 |
p. 921-948
|
artikel
|
| 18 |
Towards investigating the validity of measurement of self-regulated learning based on trace data
|
Fan, Yizhou
|
|
|
17 |
3 |
p. 949-987
|
artikel
|
| 19 |
Transfer of metacognitive skills in self-regulated learning: effects on strategy application and content knowledge acquisition
|
Stebner, Ferdinand
|
|
|
17 |
3 |
p. 715-744
|
artikel
|
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