| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Development of comprehension monitoring skill in Chinese children: evidence from eye movement and probe interviews
|
Xu, Kunyu
|
|
|
19 |
1 |
p. 103-121
|
artikel
|
| 2 |
Effect of instruction and experience on students’ learning strategies
|
Yüksel, Ezgi Melisa
|
|
|
19 |
1 |
p. 345-364
|
artikel
|
| 3 |
Effects of reading instructions on pre-service teachers’ judgment bias when learning from texts
|
Knellesen, Jennifer
|
|
|
19 |
1 |
p. 319-343
|
artikel
|
| 4 |
Ethnic minority multilingual young learners’ longitudinal development of metacognitive knowledge and breadth of vocabulary knowledge
|
Teng, Mark Feng
|
|
|
19 |
1 |
p. 123-146
|
artikel
|
| 5 |
Exploring the impact of concept-oriented faded WOE and metacognitive scaffolding on learners’ transfer performance and motivation in programming education
|
Shin, Yoonhee
|
|
|
19 |
1 |
p. 147-168
|
artikel
|
| 6 |
Individuals’ differences in self-assessment: The relationship between subjective and objective financial literacy
|
Xin, Ziqiang
|
|
|
19 |
1 |
p. 365-379
|
artikel
|
| 7 |
Integrating multiple cues in metamemory: using the illusory effect of font size and level of processing to inform FOK judgments
|
Enam, Tasnuva
|
|
|
19 |
1 |
p. 169-188
|
artikel
|
| 8 |
Is the perceptual disfluency effect moderated by working memory capacity? Direct replication of Lehmann et al. (2016)
|
Weissgerber, Sophia C.
|
|
|
19 |
1 |
p. 293-318
|
artikel
|
| 9 |
Judgment of learning reactivity reflects enhanced relational encoding on cued-recall but not recognition tests
|
Maxwell, Nicholas P.
|
|
|
19 |
1 |
p. 189-213
|
artikel
|
| 10 |
Metacognitive effects of instructional visuals: the role of cue use and judgment type
|
Jaeger, Allison J.
|
|
|
19 |
1 |
p. 249-291
|
artikel
|
| 11 |
Motivating children to (pre)monitor: positive effects on monitoring accuracy?
|
Wacker, Sophie
|
|
|
19 |
1 |
p. 1-19
|
artikel
|
| 12 |
Promoting explicit instruction of strategies for self-regulated learning: evaluating a teacher professional development program in primary education
|
Sins, Patrick
|
|
|
19 |
1 |
p. 215-247
|
artikel
|
| 13 |
Teachers’ judgment accuracy of students’ monitoring skills: a conceptual and methodological framework and explorative study
|
van de Pol, Janneke
|
|
|
19 |
1 |
p. 65-101
|
artikel
|
| 14 |
The many facets of metacognition: comparing multiple measures of metacognition in healthy individuals
|
Terneusen, Anneke
|
|
|
19 |
1 |
p. 53-63
|
artikel
|
| 15 |
The promotion of self-regulated learning in the classroom: a theoretical framework and an observation study
|
Vosniadou, Stella
|
|
|
19 |
1 |
p. 381-419
|
artikel
|
| 16 |
Why is monitoring accuracy so poor in number line estimation? The importance of valid cues and systematic variability for U.S. college students
|
Fitzsimmons, Charles J.
|
|
|
19 |
1 |
p. 21-52
|
artikel
|
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