| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Age-related differences in metacognitive reactivity in younger and older adults
|
Murphy, Dillon H.
|
|
|
19 |
3 |
p. 863-877
|
artikel
|
| 2 |
A meta-analysis of the reliability of a metacognitive awareness instrument in second language listening
|
Zhai, Jiayu
|
|
|
19 |
3 |
p. 879-906
|
artikel
|
| 3 |
Analyzing multimodal data to understand medical trainees' regulation strategies and physiological responses in high- fidelity medical simulation scenarios
|
Moreno, Matthew
|
|
|
19 |
3 |
p. 1161-1213
|
artikel
|
| 4 |
Correction: Longitudinal and reciprocal links between metacognition, mathematical modeling competencies, and mathematics achievement in grades 7–8: A cross-lagged panel analysis
|
He, Guohao
|
|
|
19 |
3 |
p. 997-998
|
artikel
|
| 5 |
Development of metacognitive monitoring and control skills in elementary school: a latent profile approach
|
van Loon, Mariëtte
|
|
|
19 |
3 |
p. 1065-1089
|
artikel
|
| 6 |
Examining metacognitive strategy use in L1 and L2 task-situated writing: effects, transferability, and cross-language facilitation
|
Xu, Wandong
|
|
|
19 |
3 |
p. 773-792
|
artikel
|
| 7 |
How undergraduate students learn: uncovering interrelationships between factors that support self-regulated learning and strategy use
|
Hey, Rebecca
|
|
|
19 |
3 |
p. 743-772
|
artikel
|
| 8 |
Inferential theories of retrospective confidence
|
Schwartz, Bennett L.
|
|
|
19 |
3 |
p. 907-938
|
artikel
|
| 9 |
Investigating factors influencing students’ regulation of homework emotion: integrating multiple theoretical perspectives
|
Xu, Jianzhong
|
|
|
19 |
3 |
p. 999-1028
|
artikel
|
| 10 |
Knowledge exploration among students: role of feedback, feeling of confidence, and academic motivation
|
Shukla, Jaya
|
|
|
19 |
3 |
p. 1137-1159
|
artikel
|
| 11 |
Linking teachers’ and students’ motivation for self-regulated learning: is there a signal and how is it transmitted?
|
Jud, Johannes
|
|
|
19 |
3 |
p. 939-965
|
artikel
|
| 12 |
Longitudinal and reciprocal links between metacognition, mathematical modeling competencies, and mathematics achievement in grades 7–8: A cross-lagged panel analysis
|
He, Guohao
|
|
|
19 |
3 |
p. 967-995
|
artikel
|
| 13 |
Metacognitive reflections on essentialism during the learning of the relationship between biology and the human race
|
Pérez, Gastón
|
|
|
19 |
3 |
p. 1035-1064
|
artikel
|
| 14 |
Modelling the unique contributions of task understanding to academic challenges and performance
|
Bahena Olivares, Leslie Michelle
|
|
|
19 |
3 |
p. 1215-1236
|
artikel
|
| 15 |
On the confidence-accuracy relationship in memory: inferential, direct access, or indirect access?
|
Fiacconi, Chris M.
|
|
|
19 |
3 |
p. 1029-1034
|
artikel
|
| 16 |
Professional learning for preservice science teachers: shifts in self-regulated learning practices and questioning skills
|
Tran, Hong H.
|
|
|
19 |
3 |
p. 827-861
|
artikel
|
| 17 |
Profiles of EFL Learners’ motivational regulation strategies and their nonlinear relationship to English writing performance in mainland China
|
Huang, Zhenlei
|
|
|
19 |
3 |
p. 721-742
|
artikel
|
| 18 |
Psychometric properties of the Metacognitive Awareness Inventory (MAI): standardization to an international spanish with 12 countries
|
Gutierrez de Blume, Antonio P.
|
|
|
19 |
3 |
p. 793-825
|
artikel
|
| 19 |
Self-regulated strategy development’s effectiveness: underlying cognitive and metacognitive mechanisms
|
Fernandez, Jonathan
|
|
|
19 |
3 |
p. 1091-1135
|
artikel
|
| 20 |
Supporting college students’ metacognitive monitoring in a biology course through practice and timely monitoring feedback
|
Wang, Ying
|
|
|
19 |
3 |
p. 1-40
|
artikel
|
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