The effect of distributed monitoring exercises and feedback on performance, monitoring accuracy, and self-efficacy
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Metacognitive monitoring and subsequent academic achievement can be improved through interventions.
“However, studies show that metacognitive monitoring, and subsequent academic achievement, can be improved through interventions (Nietfeld et al., 2006;Wagener, 2016).”
From The Potential of Exam Wrappers in Higher Education Assessment Practice: Fostering Self-Efficacy Through Guided Self-Reflection (2025) · cites this paper as Nietfeld et al., 2006
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- Authors
- Nietfeld, J. L., Cao, L., & Osborne, J. W.
- Affiliations
- North Carolina State University (US)
- University of West Georgia (US)
- Corresponding author
- Nietfeld, John L.
- Venue
- Metacognition and Learning
- Published
- 2006-08
- Volume
- 1
- Issue
- 2
- Pages
- 159-179
- ISSN
- 1556-1623 (ISSN-L)
- 1556-1631
- OpenAlex
- W2159790293
- Cited by
- 260
- References
- 78
- Citations by year
- 2026: 12 · 2025: 15 · 2024: 14 · 2023: 23 · 2022: 14 · 2021: 20 · 2020: 18 · 2019: 21 · 2018: 14 · 2017: 19 · 2016: 14 · 2015: 11 · 2014: 19 · 2013: 8 · 2012: 11
- FWCI
- 5.66
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Metacognition and Learning (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Keywords
- distributed monitoring, metacognitive monitoring, metacognitive calibration, self-efficacy, student self-regulation, metacognitive feedback, test performance
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