The DOI matches its Crossref record; 8 of the 8 references it cites were found in a registry or an index.
Metacognition: Defining Its Facets and Levels of Functioning in Relation to Self-Regulation and Co-regulation
Abstract
Research in the field of metacognition, a multifaceted phenomenon, is in the main fragmented without much theoretical integration of the findings related to its various facets. Moreover, metacognition is usually conceived of as an individual and conscious process that serves the regulation of cognition. However, there is growing evidence that metacognition also functions at a nonconscious level, is involved in the co-regulation of cognition in collaborative settings, and interacts with affect in the self-regulation of behavior. Based on these considerations, a multifaceted and multilevel model of metacognition is proposed that broadens Nelson and Naren’s conceptualization of metacognition. The implications for theory and measurement of metacognition as well as for interventions involving metacognition are explored.
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Citations
Cites
Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry
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Does the chimpanzee have a theory of mind?
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On the Self-Regulation of Behavior
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Carlson, S. M., Mandell, D. J., & Williams, L. (2004) · Developmental Psychology · doi:10.1037/0012-1649.40.6.1105 · Cited by 684
Metacognition and consciousness
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Knowing Thyself and Others: Progress in Metacognitive Social Psychology
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Cited by
A Review of Self-regulated Learning: Six Models and Four Directions for Research
Panadero, E. (2017) · Frontiers in Psychology · doi:10.3389/fpsyg.2017.00422 · Cited by 2,915
Psychological Resilience: A Review and Critique of Definitions, Concepts, and Theory
Fletcher, D., & Sarkar, M. (2013) · European Psychologist · doi:10.1027/1016-9040/a000124 · Cited by 2,547
Efklides, A. (2011) · Educational Psychologist · doi:10.1080/00461520.2011.538645 · Cited by 1,211
Self-citationExecutive function and metacognition: Towards a unifying framework of cognitive self-regulation
Roebers, C. M. (2017) · Developmental Review · doi:10.1016/j.dr.2017.04.001 · Cited by 592
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
Metadata
- Authors
- Efklides, A.
- Venue
- European Psychologist
- Publisher
- Hogrefe Publishing Group
- Published
- 2008-01
- Volume
- 13
- Issue
- 4
- Pages
- 277-287
- ISSN
- 1016-9040 (ISSN-L)
- 1878-531X
- OpenAlex
- W2150827347
- Cited by
- 726
- References
- 8
- FWCI
- 23.25
- Type
- journal article
- Language
- en
- Open access
- closed
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