Cited by 260Innovative Teaching and Learning MethodsStudent Assessment and FeedbackEducational Strategies and Epistemologies

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The effect of distributed monitoring exercises and feedback on performance, monitoring accuracy, and self-efficacy

Nietfeld, John L., Cao, Li, Osborne, Jason W.·2006·Metacognition and Learning

DOI 10.1007/s10409-006-9595-6

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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.
ORCID: Nietfeld, John L.
Cao, Li
Osborne, Jason W.
Venue: Metacognition and Learning
Publisher: Springer Science and Business Media LLC
Published: 2006-08
Volume: 1
Issue: 2
Pages: 159-179
ISSN: 1556-1623 (ISSN-L)
1556-1631
DOI: 10.1007/s10409-006-9595-6
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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The effect of distributed monitoring exercises and feedback on performance, monitoring accuracy, and self-efficacy

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