Metacognition and learning: conceptual and methodological considerations
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This result satisfies the vital demand to compare metacognitive skills across tasks and domains.
“This result satisfies the vital demand to compare metacognitive skills across tasks and domains (Veenman et al. 2006).”
From Transfer of metacognitive skills in self-regulated learning: an experimental training study (2020) · cites this paper as Veenman et al. 2006
Only task-general components of metacognition can be transferred to new tasks.
“Only task-general components of metacognition can be transferred to new tasks (e.g., Veenman et al. 2006).”
From Transfer of metacognitive skills in self-regulated learning: an experimental training study (2020) · cites this paper as Veenman et al. 2006
When task-general metacognitive skills are trained together with task-specific cognitive strategies, students may transfer those metacognitive skills to other cognitive strategies.
“When task-general metacognitive skills (e.g., Donker et al. 2014;Veenman et al. 2006) are trained together with task-specific cognitive strategies, students may transfer those metacognitive skills to other cognitive strategies.”
From Transfer of metacognitive skills in self-regulated learning: an experimental training study (2020) · cites this paper as Veenman et al. 2006
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- Authors
- Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P.
- Affiliations
- Leiden University (NL)
- Corresponding author
- Veenman, Marcel V. J.
- Venue
- Metacognition and Learning
- Published
- 2006-03-08
- Volume
- 1
- Issue
- 1
- Pages
- 3-14
- ISSN
- 1556-1623 (ISSN-L)
- 1556-1631
- OpenAlex
- W2163540732
- Cited by
- 2,023
- References
- 88
- Citations by year
- 2026: 160 · 2025: 150 · 2024: 153 · 2023: 152 · 2022: 124 · 2021: 133 · 2020: 138 · 2019: 124 · 2018: 126 · 2017: 107 · 2016: 93 · 2015: 105 · 2014: 92 · 2013: 82 · 2012: 81
- FWCI
- 47.61
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Metacognition and Learning (publishedVersion)
- UvA-DARE (University of Amsterdam) (submittedVersion)
- Data Archiving and Networked Services (DANS) (submittedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
- Keywords
- metacognition, metacognitive learning, conceptual difficulties, research methodology, metacognitive awareness
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 ›
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