The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.
Relation between intellectual and metacognitive skills: Age and task differences
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Citations
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
Schraw, G., & Moshman, D. (1995) · Educational Psychology Review · doi:10.1007/bf02212307 · Cited by 1,443
Inquiry, modeling, and metacognition: making science accessible to all students
White, B. Y., & Frederiksen, J. R. (1998) · Cognition and Instruction · doi:10.1207/s1532690xci1601_2 · Cited by 1,394
Kramarski, B., & Mevarech, Z. R. (2003) · American Educational Research Journal · doi:10.3102/00028312040001281 · Cited by 450
Cited by
Metacognition and learning: conceptual and methodological considerations
Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006) · Metacognition and Learning · doi:10.1007/s11409-006-6893-0 · Cited by 2,023
Self-citationDignath, C., & Büttner, G. (2008) · Metacognition and Learning · doi:10.1007/s11409-008-9029-x · Cited by 1,085
Focusing the Conceptual Lens on Metacognition, Self-regulation, and Self-regulated Learning
Dinsmore, D. L., Alexander, P. A., & Loughlin, S. M. (2008) · Educational Psychology Review · doi:10.1007/s10648-008-9083-6 · Cited by 815
Effectiveness of learning strategy instruction on academic performance: A meta-analysis
Donker, A. S., de Boer, H., Kostons, D., Dignath van Ewijk, C. C., & van der Werf, M. P. C. (2014) · Educational Research Review · doi:10.1016/j.edurev.2013.11.002 · Cited by 489
A review of research on metacognition in science education: current and future directions
Zohar, A., & Barzilai, S. (2013) · Studies in Science Education · doi:10.1080/03057267.2013.847261 · Cited by 436
Stanton, J. D., Neider, X. N., Gallegos, I. J., & Clark, N. C. (2015) · CBE—Life Sciences Education · doi:10.1187/cbe.14-08-0135 · Cited by 144
Verschaffel, L., Depaepe, F., & Mevarech, Z. (2019) · Education Research International · doi:10.1155/2019/3402035 · Cited by 49
Development of a self-distancing task and initial validation of responses
Shepherd, K. A., Coifman, K. G., Matt, L. M., & Fresco, D. M. (2016) · Psychological Assessment · doi:10.1037/pas0000297 · Cited by 27
Volchok, E. (2019) · Community College Journal of Research and Practice · doi:10.1080/10668926.2018.1556134 · Cited by 22
Self-regulation and learning: evidence from meta-analysis and from classrooms
Higgins, S. (2013) · BJEP Monograph Series II: Part 10 Self-Regulation and Dialogue in Primary Classrooms · doi:10.53841/bpsmono.2013.cat1370.7 · Cited by 8
Sun, S. (2024) · Research in Personnel and Human Resources Management · doi:10.1108/s0742-730120240000042002
(2020) · ePrints Soton (University of Southampton)
Metadata
- Authors
- Veenman, M. V. J., & Spaans, M. A.
- Venue
- Learning and Individual Differences
- Publisher
- Elsevier BV
- Published
- 2005-01
- Volume
- 15
- Issue
- 2
- Pages
- 159-176
- ISSN
- 1041-6080 (ISSN-L)
- OpenAlex
- W2158922241
- Cited by
- 457
- References
- 4
- FWCI
- 8.04
- Type
- journal article
- Language
- en
- Open access
- closed
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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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Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
