The DOI matches its Crossref record; 6 of the 6 references it cites were found in a registry or an index.
Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry
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In the citing paper
“Collectively, these skills enable students to regulate their bidirectional relations with their contexts by processing, manipulating, and refining information; organize and recognize patterns in information; evaluate their thinking and learning strategies; intentionally transfer knowledge to new situations; and apply knowledge to solve increasingly complex problems (e.g., Flavell, 1979;Lai, 2011).”
From Malleability, plasticity, and individuality: How children learn and develop in context1 (2019) · cites this paper as Flavell, 1979
In the citing paper
“metacognitive feedback which prompts learners to reflect, track their progress, and develop self-regulated learning (SRL) skills.”
From Directive, metacognitive, or a blend of both? A comparison of AI-generated feedback types on student engagement, confidence, and outcomes (2026) · cites this paper as Flavell, 1979
In the citing paper
“This level of metacognitive engagement ' thinking about one's own thinking' is a hallmark of high-impact learning experiences (Flavell, 1979).”
From Co-creating custom GPTs: an autoethnographic study of undergraduate students as partners in generative AI innovation (2026) · cites this paper as Flavell, 1979
In the citing paper
“Metacognition-cognition about cognition-encompasses the knowledge, monitoring, and regulation of one's own cognitive processes (Flavell, 1979).”
From The Metacognitive Paradox of AI-Assisted Creativity: A Theoretical Extension (2026) · cites this paper as Flavell, 1979
In the citing paper
“Hence, metacognition can be divided into two components, knowledge of cognition and regulation of cognition (Flavell, 1979; Schraw, 1998; Schraw & Moshman, 1995; Schraw & Sperling Dennison, 1994).”
From University students' Motivated Attention and use of regulation strategies on social media (2015) · cites this paper as Flavell, 1979
In the citing paper
“Metacognitive knowledge and experiences are interrelated [64].”
From The Metacognitive Demands and Opportunities of Generative AI (2024) · cites this paper as [64]
In the citing paper
“A fifth potential barrier to insight is metacognition, or the processes which allow persons to be aware of and form integrated and complex ideas about the self and others.”
From Insight in schizophrenia spectrum disorders: relationship with behavior, mood and perceived quality of life, underlying causes and emerging treatments (2018) · cites this paper as [143]
Citations
Cites
Knowing when, where, and how to remember ; A problem of metacognition
Brown, A. L. (1978) · Medical Entomology and Zoology · Cited by 1,469
Perspectives on the Development of Memory and Cognition
Kail, R. V., & Hagen, J. W. (1977) · Medical Entomology and Zoology · Cited by 927
An Interview Study of Children's Knowledge about Memory
Kreutzer, M. A., Leonard, C., Flavell, J. H., & Hagen, J. W. (1975) · Monographs of the Society for Research in Child Development · doi:10.2307/1165955 · Cited by 514
Self-citationRealizing That You Don't Understand: A Preliminary Investigation
Markman, E. M. (1977) · Child Development · doi:10.1111/j.1467-8624.1977.tb01257.x · Cited by 415
Developmental changes in memorization processes
Flavell, J. H., Friedrichs, A. G., & Hoyt, J. D. (1970) · Cognitive Psychology · doi:10.1016/0010-0285(70)90019-8 · Cited by 401
Self-citationBrown, A. L., Campione, J. C., & Barclay, C. R. (1979) · Child Development · doi:10.1111/j.1467-8624.1979.tb04135.x · Cited by 185
Cited by
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“The formation of a reflective position is based on works in metacognition [9] and self-regulation [10].”
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“Flavell ( 1979 ) argued that children gradually acquire the capacity to monitor and regulate their own cognitive states, including what they know, what they do not know, and how reliable their current understanding is.”
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Moola, H., & Visser, W. I. (2026) · Journal of the Colleges of Medicine of South Africa · doi:10.4102/jcmsa.v4i1.347
“14,17,18,19 It includes metacognitive knowledge, goals, experiences and strategies.”
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Melgarejo, T. F. V., Nájera, G. J. O., Aguirre, D. M. H., Apolinario, U. E., Quinto, I. S. C., Yale, F. A. G., Faustino, L. K. B., Pando, C. R., Leandro, J. C., Meza, A. R., et al. (2026) · Journal of Intelligence · doi:10.3390/jintelligence14070143
“…in educational settings where learning processes are cognitively demanding, learning strategies are fragmented, metacognitive awareness is limited, and self-regulation during complex reading tasks is insufficient (Flavell, 1979; Zimmerman, 2002; Schraw & Dennison, 1994; Vardanjani et al., 2025).”
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“…fostered an iterative cycle of planning, execution, and reflection, thereby promoting This interpretation is consistent with research highlighting that metacognition is activated through interaction with demanding and structured learning environments rather than through passive engagement [19].”
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“Metacognitive skills refer to the processes by which individuals plan, monitor, and evaluate their own thoughts and actions [12].”
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“Metacognition addresses awareness of understanding and strategic control (Flavell, 1979; Nelson & Narens, 1990).”
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Oliver, A. (2026) · Springer eBooks · doi:10.1007/978-3-031-52643-5_285-1
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“Metacognitive Support for Self-Regulated Learning Metacognition is commonly understood as involving both learners’ knowledge about cognition and their regulation of cognition (Flavell, 1979; Schraw, 2001; Veenman et al., 2006).”
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Daberao, L., Perez, J. E., Maulana, M., Montemayor, J. J. M., Crisostomo, R. V., DANGDANG, G. O., & Macapaar, R. (2026) · Procedia Computer Science · doi:10.1016/j.procs.2026.07.099
AI-Assisted Interventions for Mathematical Learning in Children With Dyslexia
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“The division of this dimension is theoretically derived from Flavell’s (1979) [8] Metacognitive Theory, which emphasizes individuals’ active monitoring and regulation of cognitive processes; operationally, it refers to the classification of students’ interactive behaviors in recent research on the…”
InfluentialTHE APPLICATION OF METACOGNITIVE STRATEGIES IN READING COMPREHENSION: A SYSTEMATIC LITERATURE REVIEW
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“De Chimoy Lenz et al. (2022) se extrajeron las siguientes: La primera son las estrategias metacognitivas (Flavell, 1979), entendidas como procedimientos que permiten al estudiante tomar conciencia de sus procesos de pensamiento, planificar sus acciones de aprendizaje, monitorear su avance y evaluar…”
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“Flavell [7] makes a related point: metacognitive awareness develops when students are prompted to monitor their own understanding in real time, rather than discovering gaps only after the fact.”
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“Since Flavell (1979) first introduced the term, metacognition has been extensively studied in educational contexts for its role in supporting learning outcomes (Marantika, 2021; Veenman et al., 2006), enhancing problem-solving (Utami et al., 2023), and promoting learner engagement (An et al., 2024).”
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“Metacognitive awareness refers to the capacity to monitor, regulate, and reflect upon one’s own cognitive processes, including the strategies used to process information and respond to task demands (Flavell, 1979; Schraw, 1998).”
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“Metacognition refers to knowledge and regulation of one’s own cognitive processes (Flavell, 1979), including monitoring and control at the meta-level (Nelson and Narens, 1990).”
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“Metacognitive knowledge involves awareness and regulation of one’s own cognition, including strategic knowledge, task knowledge, and self-knowledge (Flavell, 1979; Pintrich, 2002).”
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“Metacognitive theory emphasizes learners’ awareness of their own learning processes (Flavell, 1979), and metacognitive strategies such as planning and monitoring support independent learning (Zimmerman, 2020).”
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“Flavell's work on metacognitive monitoring (Flavell, 1979) demonstrates that effective learners track their understanding and adjust strategies when gaps appear.”
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“A literatura sobre metacognição evidencia que a capacidade de autoavaliação é um componente central da aprendizagem autorregulada [Flavell 1979].”
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“Metacognition refers to the processes involved in evaluating and regulating one’s understanding and cognitive performance (Flavell, 1979), and in educational contexts, metacognitive monitoring is important because learners’ judgments about what they know can guide decisions about studying,…”
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“In fact, some of the earliest studies on children ’ s reasoning about their competence were conducted at Bing Nursery School (e.g., Flavell et al., 1970; see also Flavell, 1979; Markman, 1979).”
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Viloria, M. D. L., Pathirana, R. U., Hussain, S., et al. (2026) · Journal of Latinos and Education · doi:10.1080/15348431.2026.2712957
Nguyen, T. T., Nguyen, O. T. K., Hoang, T. T., Duong, N. Q., Ngoc, C. D., Bui, D. Q., & Phan, L. (2026) · SSRN Electronic Journal · doi:10.2139/ssrn.7237371
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“In contrast, global predictions tend to reflect general preconceived beliefs or knowledge about memory functioning and one’s own memory capacity; therefore, they are less sensitive to task-specific experience (Connor et al., 1997; Flavell, 1979).”
Zheng, J. (2026) · Reading in a Foreign Language · doi:10.64152/10125/67540
Metadata
- Authors
- Flavell, J. H.
- Affiliations
- Stanford University (US)
- Corresponding author
- Flavell, John H.
- Venue
- American Psychologist
- Published
- 1979-10
- Volume
- 34
- Issue
- 10
- Pages
- 906-911
- ISSN
- 0003-066X (ISSN-L)
- 1935-990X
- OpenAlex
- W2093950336
- Cited by
- 11,282
- References
- 6
- Citations by year
- 2026: 1118 · 2025: 902 · 2024: 768 · 2023: 751 · 2022: 680 · 2021: 687 · 2020: 666 · 2019: 603 · 2018: 518 · 2017: 449 · 2016: 415 · 2015: 410 · 2014: 451 · 2013: 363 · 2012: 336
- FWCI
- 19.02
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- American Psychologist (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
- Keywords
- metacognition, cognitive monitoring, cognitive development, self-monitoring, 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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