The factor structure of the arabic version of the metacognitive awareness inventory short version: insights from network analysis Albandri Sultan Alotaibi OriginalPaper 06 April 2024
Effects of availability of diagnostic and non-diagnostic cues on the accuracy of teachers’ judgments of students’ text comprehension Janneke van de PolEleanor RowanTamara van Gog OriginalPaper Open access 05 April 2024
Soliciting judgments of learning reactively facilitates both recollection- and familiarity-based recognition memory Jun ZhengBaike LiLiang Luo OriginalPaper 27 March 2024
The effect of writing script on efficiency and metacognitive monitoring in inferential word learning Leona PolyanskayaDina Abdel Salam El-DakhsMikhail Ordin OriginalPaper Open access 16 March 2024
Examining pre-service teachers’ cognitive conditions and how this shapes their cognitive operations and metacognitive adaptations during emergency online practice teaching (PT) Effat Alvi OriginalPaper 12 March 2024
Who can predict their performance more accurately? An investigation of undergraduate students’ self-assessment behavior in mathematics courses Kedar NepalRam C. Kafle OriginalPaper 11 March 2024
Knowing how to learn: development and validation of the strategy knowledge test for self-regulated learning (SKT-SRL) for college students Laura Dörrenbächer-UlrichJörn R. SparfeldtFranziska Perels OriginalPaper Open access 07 March 2024
Study strategy use among elementary school students: Is use of specific study strategies related to academic performance? Yue YinTian FanLiang Luo OriginalPaper 02 March 2024
Effects of a homework implementation method (MITCA) on self-regulation of learning Tania VieitesEleftheria GonidaAntonio Valle OriginalPaper Open access 16 February 2024
Examining adaptations in study time allocation and restudy selection as a function of expected test format Skylar J. LaursenDorina SlukaChris M. Fiacconi OriginalPaper 01 February 2024
The promotion of self-regulated learning in the classroom: a theoretical framework and an observation study Stella VosniadouErin BodnerCharlotte Dignath OriginalPaper Open access 29 January 2024 Pages: 381 - 419
Individuals’ differences in self-assessment: The relationship between subjective and objective financial literacy Ziqiang XinBihong XiaoHuiwen Xiao OriginalPaper 17 January 2024 Pages: 365 - 379
Effect of instruction and experience on students’ learning strategies Ezgi Melisa YükselC. Shawn GreenHaley A. Vlach OriginalPaper 09 January 2024 Pages: 345 - 364
Effects of reading instructions on pre-service teachers’ judgment bias when learning from texts Jennifer KnellesenMarion HändelStefanie Golke OriginalPaper Open access 30 December 2023 Pages: 319 - 343
Is the perceptual disfluency effect moderated by working memory capacity? Direct replication of Lehmann et al. (2016) Sophia C. WeissgerberDenia Indah Permatasari TerhorstRalf Rummer OriginalPaper Open access 30 December 2023 Pages: 293 - 318
Metacognitive effects of instructional visuals: the role of cue use and judgment type Allison J. JaegerLogan Fiorella OriginalPaper Open access 30 December 2023 Pages: 249 - 291
Promoting explicit instruction of strategies for self-regulated learning: evaluating a teacher professional development program in primary education Patrick SinsRenske de LeeuwEmmy Vrieling-Teunter OriginalPaper Open access 27 December 2023 Pages: 215 - 247
Judgment of learning reactivity reflects enhanced relational encoding on cued-recall but not recognition tests Nicholas P. MaxwellMark J. Huff OriginalPaper 27 December 2023 Pages: 189 - 213
Integrating multiple cues in metamemory: using the illusory effect of font size and level of processing to inform FOK judgments Tasnuva EnamIan M. McDonough OriginalPaper 16 December 2023 Pages: 169 - 188
Correction to: Scaffolding students’ use of metacognitive activities using discipline- and topic-specific reflective prompts Elien SijmkensMieke De CockTinne De Laet Correction 28 November 2023 Pages: 845 - 845
Scaffolding students’ use of metacognitive activities using discipline- and topic-specific reflective prompts Elien SijmkensMieke De CockTinne De Laet OriginalPaper 16 November 2023 Pages: 811 - 843
How to design and evaluate personalized scaffolds for self-regulated learning Joep van der GraafMladen RakovićInge Molenaar OriginalPaper Open access 08 November 2023 Pages: 783 - 810
Introduction to special issue on facilitating self-regulated learning with scaffolds: Recent advances and future directions Joep van der GraafMichelle TaubYizhou Fan OriginalPaper Open access 06 November 2023 Pages: 623 - 629
Exploring the impact of concept-oriented faded WOE and metacognitive scaffolding on learners’ transfer performance and motivation in programming education Yoonhee ShinJaewon JungHyun Ji Lee OriginalPaper 02 November 2023 Pages: 147 - 168
Ethnic minority multilingual young learners’ longitudinal development of metacognitive knowledge and breadth of vocabulary knowledge Mark Feng TengLawrence Jun Zhang OriginalPaper Open access 20 October 2023 Pages: 123 - 146
Relations between undergraduates’ self-regulated learning skill mastery during digital training and biology performance Matthew L. BernackiMegan Claire CoglianoJeffrey A. Greene OriginalPaper Open access 06 October 2023 Pages: 711 - 747
Towards a new theory of student self-assessment: Tracing learners’ cognitive and affective processes Nathan RickeyChristopher DeLucaPamela Beach OriginalPaper 28 September 2023 Pages: 945 - 981
Towards scaffolding self-regulated writing: implications for developing writing interventions in first-year writing Michelle TaubAllison M. BanzonJoel Schneier OriginalPaper 27 September 2023 Pages: 749 - 782
How multiple levels of metacognitive awareness operate in collaborative problem solving Ahsen ÇiniSanna JärveläJonna Malmberg OriginalPaper Open access 26 September 2023 Pages: 891 - 922
Development of comprehension monitoring skill in Chinese children: evidence from eye movement and probe interviews Kunyu XuYu-Min KuWan-Chen Chang OriginalPaper 11 September 2023 Pages: 103 - 121
Evaluating false positive rates of standard and hierarchical measures of metacognitive accuracy Manuel RauschMichael Zehetleitner OriginalPaper Open access 09 September 2023 Pages: 863 - 889
Teachers’ judgment accuracy of students’ monitoring skills: a conceptual and methodological framework and explorative study Janneke van de PolSophie Oudman OriginalPaper Open access 18 August 2023 Pages: 65 - 101
Supporting self-regulated learning in clinical problem-solving with a computer-based learning environment: the effectiveness of scaffolds Juan ZhengSusanne P. LajoieShan Li OriginalPaper 25 July 2023 Pages: 693 - 709
Motivating children to (pre)monitor: positive effects on monitoring accuracy? Sophie WackerClaudia M. Roebers ReviewPaper Open access 21 July 2023 Pages: 1 - 19
The many facets of metacognition: comparing multiple measures of metacognition in healthy individuals Anneke TerneusenConny QuaedfliegIeke Winkens OriginalPaper Open access 07 July 2023 Pages: 53 - 63
Expert example but not negative example standards help learners accurately evaluate the quality of self-generated examples Linda FroeseJulian Roelle OriginalPaper Open access 21 June 2023 Pages: 923 - 944
Covert retrieval yields a forward testing effect across levels of successive list similarity Monique CarvalhoAlysha CooperHarvey H. C. Marmurek OriginalPaper 17 June 2023 Pages: 847 - 861
A complex systems approach to analyzing pedagogical agents’ scaffolding of self-regulated learning within an intelligent tutoring system Daryn A. DeverNathan A. SonnenfeldRoger Azevedo OriginalPaper 19 May 2023 Pages: 659 - 691
Exploring the effects of a musical play intervention on young children’s self-regulation and metacognition Antonia ZachariouArielle Bonneville-RoussyRania Neokleous OriginalPaper Open access 17 May 2023 Pages: 983 - 1012
Why is monitoring accuracy so poor in number line estimation? The importance of valid cues and systematic variability for U.S. college students Charles J. FitzsimmonsClarissa A. Thompson OriginalPaper 22 April 2023 Pages: 21 - 52
Exploring the relationship between prior knowledge and metacognitive monitoring accuracy Amber E. WitherbyShana K. CarpenterAndrew M. Smith OriginalPaper 19 April 2023 Pages: 591 - 621
Scaffolding self-regulated learning from causal-relations texts: Diagramming and self-assessment to improve metacomprehension accuracy? Héctor J. Pijeira-DíazJanneke van de PolAnique de Bruin OriginalPaper Open access 10 April 2023 Pages: 631 - 658
Think higher, gain more: the effect of making inference- and memory-based metacognitive judgments on text learning Hyorim HaHee Seung Lee OriginalPaper 03 April 2023 Pages: 567 - 590
Memory for inter-item relations is reactively disrupted by metamemory judgments Wenbo ZhaoYue YinLiang Luo OriginalPaper 27 March 2023 Pages: 549 - 566
Uninformative anchoring effect in judgments of learning Kenji Ikeda OriginalPaper 13 March 2023 Pages: 527 - 548
Normative data and standardization of an international protocol for the evaluation of metacognition in Spanish-speaking university students: A cross-cultural analysis Antonio P. Gutierrez de BlumeDiana Marcela Montoya LondoñoJesus Rivera-Sanchez OriginalPaper 08 March 2023 Pages: 495 - 526
A multi-level growth modeling approach to measuring learner attention with metacognitive pedagogical agents Megan WiedbuschJames LesterRoger Azevedo OriginalPaper 03 March 2023 Pages: 465 - 494
Relating metacognition and executive functions to early mathematical and language skills in children aged 4–5 years Xiaoyan JiaoAnqi ZhangXiaomei Bu OriginalPaper 08 February 2023 Pages: 449 - 464
The Effects of emotion on judgments of learning and memory: a meta-analytic review Yue YinDavid R. ShanksLiang Luo OriginalPaper 31 January 2023 Pages: 425 - 447
The effect of a distributed metacognitive strategy intervention on reading comprehension Marek UrbanKamila UrbanJohn L. Nietfeld OriginalPaper 26 January 2023 Pages: 405 - 424
