Metacognition and learning

Keyphrases

Publications

2022

Marie Luisa Schaper, Ute J Bayen, Carolin V Hey
Remedying the Metamemory Expectancy Illusion in Source Monitoring: Are there Effects on Restudy Choices and Source Memory? Metacognition and learning (2022)
Jaclyn Broadbent, E Panadero, J M Lodge, M Fuller-Tyszkiewicz
The self-regulation for learning online (SRL-O) questionnaire. Metacognition and learning (2022)
Lisa Geraci, Nayantara Kurpad, Robert Tirso, Kathryn N Gray, Yan Wang
Metacognitive errors in the classroom: The role of variability of past performance on exam prediction accuracy. Metacognition and learning (2022)

volume 17, number 2, 2022

Minyu Chang, Charles J Brainerd
Association and dissociation between judgments of learning and memory: A Meta-analysis of the font size effect. Metacognition and learning 17 (2) (2022)
Nicholas P Maxwell, Mark J Huff
Reactivity from judgments of learning is not only due to memory forecasting: evidence from associative memory and frequency judgments. Metacognition and learning 17 (2) (2022)

volume 17, number 3, 2022

Daniel A Scheibe, Charles J Fitzsimmons, Marta K Mielicki, Jennifer M Taber, Pooja G Sidney, Karin Coifman, Clarissa A Thompson
Confidence in COVID problem solving: What factors predict adults' item-level metacognitive judgments on health-related math problems before and after an educational intervention? Metacognition and learning 17 (3) (2022)

2021

Eylul Tekin, Henry L Roediger
The effect of delayed judgments of learning on retention. Metacognition and learning (2021)
Leslie D Frazier, Bennett L Schwartz, Janet Metcalfe
The MAPS model of self-regulation: Integrating metacognition, agency, and possible selves. Metacognition and learning (2021)
Mark Feng Teng, Chenghai Qin, Chuang Wang
Validation of metacognitive academic writing strategies and the predictive effects on academic writing performance in a foreign language context. Metacognition and learning (2021)
Janice W Kooken, Raafat Zaini, Ivon Arroyo
Simulating the dynamics of self-regulation, emotion, grit, and student performance in cyber-learning environments. Metacognition and learning (2021)
Charlotte Dignath, Zemira Mevarech
Introduction to special issue mind the gap between research and practice in the area of teachers' support of metacognition and SRL. Metacognition and learning (2021)

volume 16, number 2, 2021

Carolyn Baer, Puja Malik, Darko Odic
Are children's judgments of another's accuracy linked to their metacognitive confidence judgments? Metacognition and learning 16 (2) (2021)

volume 16, number 3, 2021

Mariëtte H van Loon, Natalie S Bayard, Martina Steiner, Claudia M Roebers
Connecting teachers' classroom instructions with children's metacognition and learning in elementary school. Metacognition and learning 16 (3) (2021)
Florian J Buehler, Mariëtte H van Loon, Natalie S Bayard, Martina Steiner, Claudia M Roebers
Comparing metacognitive monitoring between native and non-native speaking primary school students. Metacognition and learning 16 (3) (2021)

2020

Jinhee Bae, Seok-Sung Hong, Lisa K Son
Prior failures, laboring in vain, and knowing when to give up: Incremental versus entity theories. Metacognition and learning (2020)

volume 15, number 1, 2019

Martina Steiner, Mariëtte H van Loon, Natalie S Bayard, Claudia M Roebers
Development of Children's monitoring and control when learning from texts: effects of age and test format. Metacognition and learning 15 (1) (2019)

volume 13, number 3, 2018

Jan A A Engelen, Gino Camp, Janneke van de Pol, Anique B H de Bruin
Teachers' monitoring of students' text comprehension: can students' keywords and summaries improve teachers' judgment accuracy? Metacognition and learning 13 (3) (2018)