How accurate and predictive are judgments of solvability? Explorations in a two-phase anagram solving paradigm Olivia R. BurtonGlen E. BodnerMichelle M. Arnold OriginalPaper Open access 06 July 2022 Pages: 1 - 35
Metacognitive awareness in relation to university students’ learning profiles Tarja TuononenHeidi HyytinenAnna Parpala OriginalPaper Open access 03 August 2022 Pages: 37 - 54
Remedying the Metamemory Expectancy Illusion in Source Monitoring: Are there Effects on Restudy Choices and Source Memory? Marie Luisa SchaperUte J. BayenCarolin V. Hey OriginalPaper Open access 10 August 2022 Pages: 55 - 80
On students’ metamotivational knowledge of self-determination Shi YuFengjiao ZhangLudmila D. Nunes OriginalPaper 25 August 2022 Pages: 81 - 111
Metacognitive monitoring skills of reading comprehension and writing between proficient and poor readers Christian SotoAntonio P. Gutierrez de BlumeFernando Gutiérrez OriginalPaper 31 August 2022 Pages: 113 - 134
The self-regulation for learning online (SRL-O) questionnaire Jaclyn BroadbentE. PanaderoM. Fuller-Tyszkiewicz OriginalPaper Open access 01 September 2022 Pages: 135 - 163
An examination of the effect of feedback on meta-ignorance of mental illness public stigma Xiaomiao LiBrittany L. LindsayKeith S. Dobson OriginalPaper 07 October 2022 Pages: 165 - 181
Changed-goal or cue-strengthening? Examining the reactivity of judgments of learning with the dual-retrieval model Minyu ChangC. J. Brainerd OriginalPaper 18 October 2022 Pages: 183 - 217
Metacognitive errors in the classroom: The role of variability of past performance on exam prediction accuracy Lisa GeraciNayantara KurpadYan Wang OriginalPaper 09 November 2022 Pages: 219 - 236
Metacognitive writing strategies, critical thinking skills, and academic writing performance: A structural equation modeling approach Mark Feng TengMei Yue OriginalPaper 24 November 2022 Pages: 237 - 260
More socio-emotional regulation, more effective? Exploring social regulation of learning in collaborative argumentation among the high and low performing groups Xiaoran LiYanyan LiLei Gao OriginalPaper 02 December 2022 Pages: 261 - 293
Knowledge about others’ knowledge: how accurately do teachers estimate their students’ test scores? Mehmet Akif GüzelTahsin Oğuz Başokçu OriginalPaper 21 January 2023 Pages: 295 - 312
Correction to: The self-regulation for learning online (SRL-O) questionnaire Jaclyn BroadbentE. PanaderoM. Fuller-Tyszkiewicz Correction Open access 26 October 2022 Pages: 313 - 313
