| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A multi-level growth modeling approach to measuring learner attention with metacognitive pedagogical agents
|
Wiedbusch, Megan
|
|
|
18 |
2 |
p. 465-494
|
artikel
|
| 2 |
Exploring the relationship between prior knowledge and metacognitive monitoring accuracy
|
Witherby, Amber E.
|
|
|
18 |
2 |
p. 591-621
|
artikel
|
| 3 |
How evaluating memorability can lead to Unintended Consequences
|
Murphy, Dillon H.
|
|
|
18 |
2 |
p. 375-403
|
artikel
|
| 4 |
Memory for inter-item relations is reactively disrupted by metamemory judgments
|
Zhao, Wenbo
|
|
|
18 |
2 |
p. 549-566
|
artikel
|
| 5 |
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.
|
|
|
18 |
2 |
p. 495-526
|
artikel
|
| 6 |
Relating metacognition and executive functions to early mathematical and language skills in children aged 4–5 years
|
Jiao, Xiaoyan
|
|
|
18 |
2 |
p. 449-464
|
artikel
|
| 7 |
Temporal change of emotions: Identifying academic emotion trajectories and profiles in problem-solving
|
Zheng, Juan
|
|
|
18 |
2 |
p. 315-345
|
artikel
|
| 8 |
The effect of a distributed metacognitive strategy intervention on reading comprehension
|
Urban, Marek
|
|
|
18 |
2 |
p. 405-424
|
artikel
|
| 9 |
The Effects of emotion on judgments of learning and memory: a meta-analytic review
|
Yin, Yue
|
|
|
18 |
2 |
p. 425-447
|
artikel
|
| 10 |
The role of achievement emotions for text comprehension and metacomprehension
|
Prinz-Weiß, Anja
|
|
|
18 |
2 |
p. 347-373
|
artikel
|
| 11 |
Think higher, gain more: the effect of making inference- and memory-based metacognitive judgments on text learning
|
Ha, Hyorim
|
|
|
18 |
2 |
p. 567-590
|
artikel
|
| 12 |
Uninformative anchoring effect in judgments of learning
|
Ikeda, Kenji
|
|
|
18 |
2 |
p. 527-548
|
artikel
|
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