The DOI matches its Crossref record; 76 of the 78 references it cites were found in a registry or an index.
The effect of distributed monitoring exercises and feedback on performance, monitoring accuracy, and self-efficacy
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“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
Citations
Cites
Self-efficacy: The exercise of control
Bandura, A., Freeman, W. H., & Lightsey, R. (1999) · Journal of Cognitive Psychotherapy · doi:10.1891/0889-8391.13.2.158 · Cited by 46,835
Self-efficacy: the exercise of control
(1997) · Choice Reviews Online · doi:10.5860/choice.35-1826 · Cited by 24,451
Applied Multiple Regression/Correlation Analysis for the Behavioral Sciences
Cohen, P., Cohen, P., West, S. G., & Aiken, L. S. (2014) · Psychology Press eBooks · doi:10.4324/9781410606266 · Cited by 20,870
Motivational and self-regulated learning components of classroom academic performance.
Pintrich, P. R., & De Groot, E. V. (1990) · Journal of Educational Psychology · doi:10.1037/0022-0663.82.1.33 · Cited by 8,332
Applied Multiple Regression/Correlation Analysis for the Behavioral Sciences.
Henry, N. W., Cohen, J., & Cohen, P. R. (1977) · Contemporary Sociology A Journal of Reviews · doi:10.2307/2064799 · Cited by 7,242
Pearson, P. D., Barr, (. E., Kamil, M. L., Mosenthal, P. B., & Barr, R. (1991) · Choice Reviews Online · doi:10.5860/choice.28-5764 · Cited by 6,850
Applied Multiple Regression/Correlation Analysis for the Behavioral Sciences.
Tufte, E. R., Cohen, J., & Cohen, P. (1979) · Journal of the American Statistical Association · doi:10.2307/2286442 · Cited by 5,214
Self-Efficacy Beliefs in Academic Settings
Pajares, F. (1996) · Review of Educational Research · doi:10.2307/1170653 · Cited by 4,688
Feedback and Self-Regulated Learning: A Theoretical Synthesis
Butler, D. L., & Winne, P. H. (1995) · Review of Educational Research · doi:10.3102/00346543065003245 · Cited by 3,334
(2014) · doi:10.4324/9781315799681 · Cited by 2,174
Flagged first, then by citations
2 of the 78 references couldn’t be matched to a known paper.
Research works printed but not linked: 1
- Raven, J. C. (1962). Advanced progressive matrices, set II. London: H.K. Lewis (Distributed in the United States by the Psychological Corporation, San Antonio, Texas).
Cited by
Sorted by citations
Items 101–101 of 101
Gibbons, R. E., Hokien, D., Hutson, B. L., & Maness, H. T. D. (2025) · Intersection: A Journal at the Intersection of Assessment and Learning · doi:10.61669/001c.129036 · Cited by 2
“However, studies show that metacognitive monitoring, and subsequent academic achievement, can be improved through interventions (Nietfeld et al., 2006; Wagener, 2016).”
Metadata
- 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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
