Epistemology, metacognition, and self-regulation: musings on an emerging field
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In the present study, epistemic beliefs were treated as static.
“Second, in the present study, epistemic beliefs were treated as static, yet they may be influenced by situational factors, such as task demands and repeated interactions with information sources (Hofer & Sinatra, 2010).”
From “ <scp>ChatGPT</scp> can make mistakes. Check important info.” Epistemic beliefs and metacognitive accuracy in students' integration of <scp>ChatGPT</scp> content into academic writing (2025) · cites this paper as Hofer & Sinatra, 2010
Cites
Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry
Flavell, J. H. (1979) · American Psychologist · doi:10.1037/0003-066x.34.10.906 · Cited by 11,282 · see citing works
Measuring Self-Regulated Learning
Winne, P. H., & Perry, N. E. (2000) · Handbook of Self-Regulation · doi:10.1016/b978-012109890-2/50045-7 · Cited by 1,383 · see citing works
Epistemological Understanding as a Metacognitive Process: Thinking Aloud During Online Searching
Hofer, B. K. (2004) · Educational Psychologist · doi:10.1207/s15326985ep3901_5 · Cited by 573 · see citing works
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Bråten, I., Britt, M. A., Strømsø, H. I., & Rouet, J.-F. (2011) · Educational Psychologist · doi:10.1080/00461520.2011.538647 · Cited by 346 · see citing works
A meta-analytic review of the relationship between epistemic cognition and academic achievement.
Greene, J. A., Cartiff, B. M., & Duke, R. F. (2018) · Journal of Educational Psychology · doi:10.1037/edu0000263 · Cited by 150 · see citing works
Urban, M., Brom, C., Lukavský, J., Děchtěrenko, F., Hein, V., Svacha, F., Kmoníčková, P., & Urban, K. (2025) · British Journal of Educational Technology · doi:10.1111/bjet.13591 · Cited by 47 · see citing works
- Authors
- Hofer, B. K., & Sinatra, G. M.
- Affiliations
- Middlebury College (US)
- University of Nevada, Las Vegas (US)
- Corresponding author
- Hofer, Barbara K.
- Sinatra, Gale M.
- Venue
- Metacognition and Learning
- Published
- 2009-10-23
- Volume
- 5
- Issue
- 1
- Pages
- 113-120
- ISSN
- 1556-1623 (ISSN-L)
- 1556-1631
- OpenAlex
- W2167738017
- Cited by
- 124
- References
- 3
- Citations by year
- 2026: 4 · 2025: 6 · 2024: 8 · 2023: 9 · 2022: 9 · 2021: 7 · 2020: 5 · 2019: 4 · 2018: 7 · 2017: 7 · 2016: 15 · 2015: 4 · 2014: 13 · 2013: 8 · 2012: 9
- FWCI
- 9.80
- 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 › Educational Strategies and Epistemologies
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Arts and Humanities › Philosophy › Epistemology, Ethics, and Metaphysics
- Keywords
- personal epistemology, metacognition, self-regulation, conceptual definitions, methodological approaches, cognitive development, epistemological beliefs
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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.
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