Understanding the Sequential and Temporal Characteristics of Self-regulated LearningMOLENAAR, Inge; JÄRVELÄ, Sanna.Metacognition and learning. 2014, Vol 9, Num 2, issn 1556-1623, 165 p.Serial Issue

Metacognition and control of study choice in childrenMETCALFE, Janet; FINN, Bridgid.Metacognition and learning. 2013, Vol 8, Num 1, pp 19-46, issn 1556-1623, 28 p.Article

Individual differences in decision-making and confidence: capturing decision tendencies in a fictitious medical testJACKSON, Simon A; KLEITMAN, Sabina.Metacognition and learning. 2014, Vol 9, Num 1, pp 25-49, issn 1556-1623, 25 p.Article

First- and second-order metacognitive judgments of semantic memory reports: The influence of personality traits and cognitive stylesBURATTI, Sandra; ALLWOOD, Carl Martin; KLEITMAN, Sabina et al.Metacognition and learning. 2013, Vol 8, Num 1, pp 79-102, issn 1556-1623, 24 p.Article

The relation between preschool children's false-belief understanding and domain-general experimentation skillsPIEKNY, Jeanette; GRUBE, Dietmar; MAEHLER, Claudia et al.Metacognition and learning. 2013, Vol 8, Num 2, pp 103-119, issn 1556-1623, 17 p.Article

The relationship between approaches to teaching and approaches to studying: a two-level structural equation model for biology achievement in high schoolROSARIO, Pedro; NUNEZ, José Carlos; FERRANDO, Pere J et al.Metacognition and learning. 2013, Vol 8, Num 1, pp 47-77, issn 1556-1623, 31 p.Article

Issues in dealing with sequential and temporal characteristics of self- and socially-regulated learningAZEVEDO, Roger.Metacognition and learning. 2014, Vol 9, Num 2, pp 217-228, issn 1556-1623, 12 p.Article

Issues in researching self-regulated learning as patterns of eventsWINNE, Philip H.Metacognition and learning. 2014, Vol 9, Num 2, pp 229-237, issn 1556-1623, 9 p.Article

Assessment of metacognitive knowledge in students with special educational needsHÄNDEL, Marion; LOCKL, Kathrin; HEYDRICH, Jana et al.Metacognition and learning. 2014, Vol 9, Num 3, pp 333-352, issn 1556-1623, 20 p.Article

Metacognitive knowledge in children at early elementary schoolHABERKORN, Kerstin; LOCKL, Kathrin; POHL, Steffi et al.Metacognition and learning. 2014, Vol 9, Num 3, pp 239-263, issn 1556-1623, 25 p.Article

Metacognitive scaffolding during collaborative learning: a promising combinationMOLENAAR, Inge; SLEEGERS, Peter; VAN BOXTEL, Carla et al.Metacognition and learning. 2014, Vol 9, Num 3, pp 309-332, issn 1556-1623, 24 p.Article

Looking back: reasoning and metacognition with narrative textsFRANKS, Bridget A; THERRIAULT, David J; BUHR, Miriam I et al.Metacognition and learning. 2013, Vol 8, Num 2, pp 145-171, issn 1556-1623, 27 p.Article

Dissecting sequences of regulation and cognition: statistical discourse analysis of primary school children's collaborative learningMOLENAAR, Inge; MING MING CHIU.Metacognition and learning. 2014, Vol 9, Num 2, pp 137-160, issn 1556-1623, 24 p.Article

Productive group engagement in cognitive activity and metacognitive regulation during collaborative learning: can it explain differences in students' conceptual understanding?KHOSA, Deep K; VOLET, Simone E.Metacognition and learning. 2014, Vol 9, Num 3, pp 287-307, issn 1556-1623, 21 p.Article

Metacognitive monitoring in university classes: anticipating a graded vs. a pass-fail test affects monitoring accuracyBARENBERG, Jonathan; DUTKE, Stephan.Metacognition and learning. 2013, Vol 8, Num 2, pp 121-143, issn 1556-1623, 23 p.Article

The effect of delayed-JOLs and sentence generation on children's monitoring accuracy and regulation of idiom studyVAN LOON, Mariëtte H; DE BRUIN, Anique B. H; VAN GOG, Tamara et al.Metacognition and learning. 2013, Vol 8, Num 2, pp 173-191, issn 1556-1623, 19 p.Article

Patterns of co-occurring non-verbal behaviour and self-directed speech; a comparison of three methodological approachesKUVALJA, Martina; VERMA, Mohini; WHITEBREAD, David et al.Metacognition and learning. 2014, Vol 9, Num 2, pp 87-111, issn 1556-1623, 25 p.Article

Elementary school students' strategic learning: does task-type matter?MALMBERG, Jonna; JÄRVELÄ, Sanna; KIRSCHNER, Paul A et al.Metacognition and learning. 2014, Vol 9, Num 2, pp 113-136, issn 1556-1623, 24 p.Article

Process mining techniques for analysing patterns and strategies in students' self-regulated learningBANNERT, Maria; REIMANN, Peter; SONNENBERG, Christoph et al.Metacognition and learning. 2014, Vol 9, Num 2, pp 161-185, issn 1556-1623, 25 p.Article

Analyzing the temporal evolution of students' behaviors in open-ended learning environmentsKINNEBREW, John S; SEGEDY, James R; BISWAS, Gautam et al.Metacognition and learning. 2014, Vol 9, Num 2, pp 187-215, issn 1556-1623, 29 p.Article

Can you see me thinking (about my answers)? Using eye-tracking to illuminate developmental differences in monitoring and control skills and their relation to performanceRODERER, Thomas; ROEBERS, Claudia M.Metacognition and learning. 2014, Vol 9, Num 1, pp 1-23, issn 1556-1623, 23 p.Article

Fostering multiple text comprehension: How metacognitive strategies and motivation moderate the text-belief consistency effectMAIER, Johanna; RICHTER, Tobias.Metacognition and learning. 2014, Vol 9, Num 1, pp 51-74, issn 1556-1623, 24 p.Article

Does the detection of misunderstanding lead to its revision?GARCIA-RODICIO, Hector; SANCHEZ, Emilio.Metacognition and learning. 2014, Vol 9, Num 3, pp 265-286, issn 1556-1623, 22 p.Article

Effects of the know-want-learn strategy on students' mathematics achievement, anxiety and metacognitive skillsTOK, Şükran.Metacognition and learning. 2013, Vol 8, Num 2, pp 193-212, issn 1556-1623, 20 p.Article

Explanation generation, not explanation expectancy, improves metacomprehension accuracyFUKAYA, Tatsushi.Metacognition and learning. 2013, Vol 8, Num 1, pp 1-18, issn 1556-1623, 18 p.Article