Citations (39)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (12)
Tatiana Desvaux, J. Danna, J.-L. Velay & A. Frey. (2023) From gifted to high potential and twice exceptional: A state-of-the-art meta-review. Applied Neuropsychology: Child 0:0, pages 1-15.
Read now
Read now
Claire Gourlay, Ilana Mushin & Rod Gardner. (2021) Young children’s responses to teachers’ metacognitive questions. International Journal of Early Years Education 29:4, pages 371-390.
Read now
Read now
Sharon M. Pratt. (2020) A Mixed Methods Approach to Exploring the Relationship between Beginning Readers’ Dialog About their Thinking and Ability to Self-correct Oral Reading. Reading Psychology 41:1, pages 1-43.
Read now
Read now
Sharon M. Pratt & Anita M. Martin. (2017) The Differential Impact of Video-Stimulated Recall and Concurrent Questioning Methods on Beginning Readers' Verbalization About Self-Monitoring During Oral Reading. Reading Psychology 38:5, pages 439-485.
Read now
Read now
Sabrina Vandevelde, Hilde Van Keer & Emmelien Merchie. (2017) The challenge of promoting self-regulated learning among primary school children with a low socioeconomic and immigrant background. The Journal of Educational Research 110:2, pages 113-139.
Read now
Read now
Mariza Chatzistamatiou, Irini Dermitzaki, Anastasia Efklides & Angeliki Leondari. (2015) Motivational and affective determinants of self-regulatory strategy use in elementary school mathematics. Educational Psychology 35:7, pages 835-850.
Read now
Read now
Scott Lee & Andrea McDonough. (2015) Role of self-talk in the classroom: investigating the relationship of eight-to-nine-year-olds' self-regulatory self-talk strategies with their classroom self-regulatory behaviour and mathematical achievement. Early Child Development and Care 185:2, pages 198-208.
Read now
Read now
Scott Lee, Andrea McDonough & Jo Bird. (2014) Investigating eight- to nine-year-olds’ self-regulatory self-talk in the context of their classroom tasks. Early Child Development and Care 184:11, pages 1661-1676.
Read now
Read now
Jolly Okoza & Oyaziwo Aluede. (2014) Fostering metacognitive awareness among teachers: Implications for the Nigerian school system. Africa Education Review 11:4, pages 614-637.
Read now
Read now
Athanasia Chatzipanteli, Vasilis Grammatikopoulos & Athanasios Gregoriadis. (2014) Development and evaluation of metacognition in early childhood education. Early Child Development and Care 184:8, pages 1223-1232.
Read now
Read now
BrianV. Carolan. (2013) School Transitions and Students’ Achievement in the Fifth Grade. The Journal of Educational Research 106:5, pages 372-383.
Read now
Read now
RayneA. Sperling, AaronS. Richmond, CrystalM. Ramsay & Michael Klapp. (2012) The Measurement and Predictive Ability of Metacognition in Middle School Learners. The Journal of Educational Research 105:1, pages 1-7.
Read now
Read now
Articles from other publishers (27)
P. Allix, A. Lubin, C. Lanoë & S. Rossi. (2023) Connais-toi toi-même : une perspective globale de la métacognition. Psychologie Française 68:3, pages 451-469.
Crossref
Crossref
Dilara Goren & Ebru Kaya. (2022) How is Students’ Understanding of Nature of Science Related with Their Metacognitive Awareness?. Science & Education.
Crossref
Crossref
Jenny V. Bittner, Christian Stamov Roßnagel & Ursula M. Staudinger. (2021) Educational self-regulation competence: toward a lifespan-based concept and assessment strategy. International Journal for Educational and Vocational Guidance 22:2, pages 307-325.
Crossref
Crossref
Aman Yadav, Ceren Ocak & Amber Oliver. (2022) Computational Thinking and Metacognition. TechTrends 66:3, pages 405-411.
Crossref
Crossref
Bruce S. Rawlings, Emma G. Flynn & Rachel L. Kendal. (2021) Personality predicts innovation and social learning in children: Implications for cultural evolution. Developmental Science 25:1.
Crossref
Crossref
Mark Feng Teng & Lawrence Jun Zhang. (2021) Development of children’s metacognitive knowledge, reading, and writing in English as a foreign language: Evidence from longitudinal data using multilevel models. British Journal of Educational Psychology 91:4, pages 1202-1230.
Crossref
Crossref
Toshiko Kamei & M. Pavlovic. (2021) Investigating differential item functioning to validate a thinking skills learning progression for students with intellectual disability and autism spectrum disorder. International Journal of Educational Research 106, pages 101726.
Crossref
Crossref
(Mark) Feng Teng. (2020) Young learners’ reading and writing performance: Exploring collaborative modeling of text structure as an additional component of self-regulated strategy development. Studies in Educational Evaluation 65, pages 100870.
Crossref
Crossref
Janne Lepola, Anu Kajamies, Eero Laakkonen & Pekka Niemi. (2020) Vocabulary, metacognitive knowledge and task orientation as predictors of narrative picture book comprehension: from preschool to grade 3. Reading and Writing 33:5, pages 1351-1373.
Crossref
Crossref
Seda Saraç, Sema Karakelle & David Whitebread. (2019) Okul Öncesi Çocuklar için Bağımsız Öğrenme Davranışları Ölçeği 3-5 (BÖD 3-5): Türkçe Formu için Geçerlik ve Güvenirlik Çalışması. İlköğretim Online, pages 1093-1106.
Crossref
Crossref
Hoi Kwan Ning. (2017) The Bifactor Model of the Junior Metacognitive Awareness Inventory (Jr. MAI). Current Psychology 38:2, pages 367-375.
Crossref
Crossref
Issarapong Khuankrue, Chanen Mankong & Yasuhiro Tsujimura. (2017) Fuzzy signature approach to clarification of subjectivity in assessment of metacognitive skills transfer. Fuzzy signature approach to clarification of subjectivity in assessment of metacognitive skills transfer.
María Sáiz Manzanares & Miguel Carbonero Martín. (2017) Metacognitive Precursors: An Analysis in Children with Different Disabilities. Brain Sciences 7:12, pages 136.
Crossref
Crossref
Piret Soodla, Anna-Liisa Jõgi & Eve Kikas. (2016) Relationships between teachers’ metacognitive knowledge and students’ metacognitive knowledge and reading achievement. European Journal of Psychology of Education 32:2, pages 201-218.
Crossref
Crossref
Marisol Cueli, Celestino Rodríguez, Débora Areces, Trinidad García & Paloma González-Castro. (2017) Improvement of Self-regulated Learning in Mathematics through a Hypermedia Application: Differences based on Academic Performance and Previous Knowledge. The Spanish Journal of Psychology 20.
Crossref
Crossref
Sabrina Vandevelde, Hilde Van Keer, Gonny Schellings & Bernadette Van Hout-Wolters. (2015) Using think-aloud protocol analysis to gain in-depth insights into upper primary school children's self-regulated learning. Learning and Individual Differences 43, pages 11-30.
Crossref
Crossref
Larysa V. Lysenko & Philip C. Abrami. (2014) Promoting reading comprehension with the use of technology. Computers & Education 75, pages 162-172.
Crossref
Crossref
Manita van der Stel & Marcel V. J. Veenman. (2013) Metacognitive skills and intellectual ability of young adolescents: a longitudinal study from a developmental perspective. European Journal of Psychology of Education 29:1, pages 117-137.
Crossref
Crossref
Sara Mata & M. Dolores Calero. (2014) Dynamic Assessment: the Spanish Version of the Application of Cognitive Functions Scale. The Spanish Journal of Psychology 17.
Crossref
Crossref
. 2014. Improving Student Information Search. Improving Student Information Search
237
264
.
Sabrina Vandevelde, Hilde Van Keer & Yves Rosseel. (2013) Measuring the complexity of upper primary school children’s self-regulated learning: A multi-component approach. Contemporary Educational Psychology 38:4, pages 407-425.
Crossref
Crossref
M. Dolores CaleroSara MataRosario CarlesCarmen VivesSonia López-rubioAntonio Fernández-parraElena Navarro. (2013) LEARNING POTENTIAL ASSESSMENT AND ADAPTATION TO THE EDUCATIONAL CONTEXT: THE USEFULNESS OF THE ACFS FOR ASSESSING IMMIGRANT PRESCHOOL CHILDREN. Psychology in the Schools 50:7, pages 705-721.
Crossref
Crossref
David Rufo. (2013) bUzZ: A Guide to Authentic and Joyful Creative Learning. Power and Education 5:2, pages 149-158.
Crossref
Crossref
Gregory Schraw, Lori Olafson, Michelle Weibel & Daphne Sewing. 2012. Metacognition in Science Education. Metacognition in Science Education
57
77
.
David Whitebread, Qais Almeqdad, Donna Bryce, Demetra Demetriou, Valeska Grau & Claire Sangster. 2010. Trends and Prospects in Metacognition Research. Trends and Prospects in Metacognition Research
233
258
.
Irini Dermitzaki, Angeliki Leondari & Marios Goudas. (2009) Relations between young students' strategic behaviours, domain-specific self-concept, and performance in a problem-solving situation. Learning and Instruction 19:2, pages 144-157.
Crossref
Crossref
Tiina Annevirta, Eero Laakkonen, Riitta Kinnunen & Marja Vauras. (2007) Developmental dynamics of metacognitive knowledge and text comprehension skill in the first primary school years. Metacognition and Learning 2:1, pages 21-39.
Crossref
Crossref