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Marloes L. Nederhand, Huib K. Tabbers, Homaira Abrahimi & Remy M. J. P. Rikers. (2018) Improving calibration over texts by providing standards both with and without idea-units. Journal of Cognitive Psychology 30:7, pages 689-700.
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Martine Baars, Tamara van Gog, Anique de Bruin & Fred Paas. (2017) Effects of problem solving after worked example study on secondary school children’s monitoring accuracy. Educational Psychology 37:7, pages 810-834.
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Ana-Cristina Llorens, Eduardo Vidal-Abarca, Raquel Cerdán & Vicenta Ávila. (2015) Does formative feedback on search behaviour help students in answering comprehension questions from an available text? / ¿Ayuda la retroalimentación formativa sobre el comportamiento de búsqueda a contestar preguntas de comprensión en lecturas con texto disponible?. Journal for the Study of Education and Development 38:4, pages 808-841.
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Chia-Yu Wang. (2015) Scaffolding Middle School Students’ Construction of Scientific Explanations: Comparing a cognitive versus a metacognitive evaluation approach. International Journal of Science Education 37:2, pages 237-271.
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Amelia Mañá. (2014) Reading literacy in Compulsory Secondary Education: an exploration of the difficulties in the use of information to answer questions / La competencia lectora en la Educación Secundaria Obligatoria: descripción y dificultades del uso de información para responder preguntas. Culture and Education 26:1, pages 184-202.
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Mingming Zhou. (2013) University student’s goal profiles and metacomprehension accuracy. Educational Psychology 33:1, pages 1-13.
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PoojaK. Agarwal & HenryL. Roediger$suffix/text()$suffix/text(). (2011) Expectancy of an open-book test decreases performance on a delayed closed-book test. Memory 19:8, pages 836-852.
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John Dunlosky, Marissa
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MichaelT. Miesner & RuthH. Maki. (2007) The role of test anxiety in absolute and relative metacomprehension accuracy. European Journal of Cognitive Psychology 19:4-5, pages 650-670.
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WilliamL. Kelemen, RobertG. Winningham & CharlesA. Weaver$suffix/text()$suffix/text(). (2007) Repeated testing sessions and scholastic aptitude in college students’ metacognitive accuracy. European Journal of Cognitive Psychology 19:4-5, pages 689-717.
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PhilipA. Higham & MichelleM. Arnold. (2007) How many questions should I answer? Using bias profiles to estimate optimal bias and maximum score on formula-scored tests. European Journal of Cognitive Psychology 19:4-5, pages 718-742.
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Janet Metcalfe, Nate Kornell & LisaK. Son. (2007) A cognitive-science based programme to enhance study efficacy in a high and low risk setting. European Journal of Cognitive Psychology 19:4-5, pages 743-768.
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Chiara Meneghetti, Rossana De Beni & Cesare Cornoldi. (2007) Strategic knowledge and consistency in students with good and poor study skills. European Journal of Cognitive Psychology 19:4-5, pages 628-649.
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Articles from other publishers (61)
Sophia Braumann, Janneke van de Pol, Ellen Kok, Héctor J. Pijeira-Díaz, Margot van Wermeskerken, Anique B.H. de Bruin & Tamara van Gog. (2024) The role of feedback on students’ diagramming: Effects on monitoring accuracy and text comprehension. Contemporary Educational Psychology 76, pages 102251.
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Linda Froese & Julian Roelle. (2023) Expert example but not negative example standards help learners accurately evaluate the quality of self-generated examples. Metacognition and Learning 18:3, pages 923-944.
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Janneke van de Pol & Sophie Oudman. (2023) Teachers’ judgment accuracy of students’ monitoring skills: a conceptual and methodological framework and explorative study. Metacognition and Learning.
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Hannah Hausman & Veit Kubik. (2023) Delayed Metacomprehension Judgments Do Not Directly Improve Learning from Texts. Journal of Intelligence 11:7, pages 150.
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J. Staal, K. Katarya, M. Speelman, R. Brand, J. Alsma, J. Sloane, W. W. Van den Broek & L. Zwaan. (2023) Impact of performance and information feedback on medical interns' confidence–accuracy calibration. Advances in Health Sciences Education.
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Nina Bodoríková. (2023) CONCEPT MAPPING AS AN ASSESSMENT TOOL OF LEARNERS´EDUCATION RESULTS. EduPort 7:1.
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Chunliang Yang, Wenbo Zhao, Bo Yuan, Liang Luo & David R. Shanks. (2022) Mind the Gap Between Comprehension and Metacomprehension: Meta-Analysis of Metacomprehension Accuracy and Intervention Effectiveness. Review of Educational Research 93:2, pages 143-194.
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Julia Waldeyer & Julian Roelle. (2023) Does Providing External Standards After Keyword Generation Improve Metacomprehension Accuracy and Regulation for High School Students?. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 55:2-3, pages 136-146.
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Julian Roelle, Judith Schweppe, Tino Endres, Andreas Lachner, Claudia von Aufschnaiter, Alexander Renkl, Alexander Eitel, Detlev Leutner, Ralf Rummer, Katharina Scheiter & Andreas Vorholzer. (2022) Combining Retrieval Practice and Generative Learning in Educational Contexts. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 54:4, pages 142-150.
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Linda Froese & Julian Roelle. (2022) Expert example standards but not idea unit standards help learners accurately evaluate the quality of self-generated examples. Metacognition and Learning 17:2, pages 565-588.
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Josepha Kuhn, Pieter van den Berg, Silvia Mamede, Laura Zwaan, Patrick Bindels & Tamara van Gog. (2021) Improving medical residents’ self-assessment of their diagnostic accuracy: does feedback help?. Advances in Health Sciences Education 27:1, pages 189-200.
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