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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“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
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“…and differentiation of affective states (Rieffe et al., 2008) and metacognition refers to the monitoring of cognitive processes and learning strategies (Flavell, 1979), motivational awareness specifically targets the identification, differentiation, and analysis of motivational states.”
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“Flavell (1979) first described metacognition as “thinking about thinking,” which has been further conceptualized into a framework for guiding research on metacognition.”
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“…educational psychology, this kind of error-detection-and-correction behavior is understood as an instantiation of metacognitive monitoring—the learner’s ongoing awareness and evaluation of their own cognitive activity during task performance (Flavell, 1979; Pintrich et al., 2000; Schraw, 1998).”
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“Metacognition refers to thinking about thinking, typified by internal acts in which we attempt to monitor, evaluate, control and regulate our own cognition (Flavell, 1979).”
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“This reading is consistent with classical definitions of metacognition as knowledge, monitoring, and regulation of cognitive processes (Flavell, 1979; Schraw & Dennison, 1994; Schraw & Moshman, 1995), as well as with models of self-regulated learning that emphasize planning, strategic control, and…”
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“Metacognition, the awareness and regulation of one’s own cognitive processes (Flavell, 1979), has been consistently found to impact students’ academic success and learning ability (e.g., Erickson & Heit, 2015; Maki et al., 1994 ).”
Artificial intelligence in higher education: reconfiguring metacognition in unequal contexts
Dhurumraj, T., & Labuschagne, C. (2026) · Frontiers in Education · doi:10.3389/feduc.2026.1918374 · Cited by 2
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“Metacognition, which represents individuals ’ knowledge and regulation of their cognitive processes (Flavell 1979), is crucial in enabling interpreters to monitor their own output.”
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Noviyanti, P. L., Ardana, I. M., Suparta, I. N., & Suweken, G. (2026) · Multidisciplinary Science Journal · doi:10.31893/multiscience.2027016
“This finding is consistent with theoretical perspectives that conceptualize metacognition as a complex and dynamic regulatory process that develops through experience, practice, and interaction with the learning environment (Findayani et al., 2023; Flavell, 1979; Zimmerman, 2002).”
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“Metacognitive knowledge, defined as an individual’s awareness of their own cognitive ten - dencies, task characteristics, and available strategies (Flavell, 1979), provides a systematic lens through which teacher noticing can be analyzed.”
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“…between declarative and procedural knowledge, conceptual and operational understanding, and strategic or conditional knowledge (e.g., Alexan - der & Judy, 1988; Flavell, 1979; Greeno, 1978; Hiebert & Lefevre, 1986; Jonassen et al., 1993; McCormick, 1997; Star, 2005; Willingham et al., 1989 ).”
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“…meta-cognitive monitoring suggests that children’s ability to regulate their own cognitive processes improves substantially across middle childhood (Flavell, 1979; Schneider, 2010), and there is evidence that meta-cognitive awareness of language use in particular emerges relatively early in…”
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“Defined as the deliberate planning, monitoring, and evaluation of one’s own cognitive processes, metacognitive strategies enable learners to take control of their learning and respond adaptively to feedback (Flavell, 1979; Pintrich, 2000).”
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“Metacognitive agents monitor and control their own thought processes [36 ].”
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“…monitoring, the ongoing appraisal of reasoning expressed through confidence, felt uncertainty and recognition that evidence may be insufficient, and control, the regulatory actions that follow, including verification, deferral of judgement, reappraisal and termination of diagnostic search (24, 25).”
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“Metacognition enables monitoring and regulation of cognitive processes (Flavell, 1979).”
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“Bayesian networks provide uncertainty reasoning approaches suitable for modeling learners’ latent cognitive states [6].”
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“Additionally, metacognition – the ability to think about one ’ s thinking, being aware, and having a deeper understanding of one ’ s thinking process – is considered an important factor in psychological therapy (Flavell, 1979).”
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“Metacognition is divided into two major components: metacognitive knowledge and metacognitive regulation [35].”
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“Metacognition was conceptualized as monitoring and regulation of cognition [36], while self-regulation was understood as learners’ cyclical management of goals, strategies, monitoring, and evaluation [ 37], [38].”
Alshehri, R. (2026) · International Journal of Human-Computer Interaction · doi:10.1080/10447318.2026.2730904
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“When students reflect on how they use an AI tool, they exercise metacognitive control; however, metacognition does not, by itself, require institutional disclosure or standards for third-party appraisal (Flavell, 1979; Schraw & Moshman, 1995).”
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“…su retención posterior (Roediger & Karpicke, 2006); la metacognición permite al estudiante reconocer y regular aspectos de su propio aprendizaje (Flavell, 1979); y emoción y cognición mantienen relaciones estrechas en procesos como atención, decisión y aprendizaje (Immordino-Yang & Damasio,…”
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“The selection of specific approaches in ill-defined problem solving may be asso - ciated with metacognition, which involves the awareness and regulation of one’s cognitive processes (Flavell, 1979 ) and is key in navigating the ambiguous nature of ill-defined problems.”
Lyu, M., Yang, B., & 何文婷 (2026) · Journal of Intelligence · doi:10.3390/jintelligence14090225
“This process can be understood as a form of metacognitive engagement the deliberate, conscious reflection on one’s own cognitive pro‑ cesses (Flavell, 1979, p. 908; Winne & Nesbit, 2010).”
Wattad, G. (2026) · Education Sciences · doi:10.3390/educsci16091556
Maik, P. Z. (2026) · Rozprawy Społeczne · doi:10.29316/rs/225603
Zhang, B., Gou, S., Wang, D., Zhu, X., Han, Y., Sun, Y., Li, Y., Hu, Q., & Liu, X. (2026) · PLoS ONE · doi:10.1371/journal.pone.0358951
“This finding is consistent with metacognitive development theory: improvements in metacognitive ability often precede changes in actual performance [40], and positive changes in self-perception may serve as motivation for sustained learning engagement.”
Soderstrom, N. C. (2026) · Behavioral Sciences · doi:10.3390/bs16091705
“Metacognition refers to individuals’ knowledge and monitoring of their own cognitive processes (Flavell, 1979; Nelson, 1996).”
Nyagah, W. G., Obote, D., & Mutabari, L. E. (2026) · International Journal of Modern Science and Research Technology · doi:10.67317/ijmsrt26sep071
Kartika, D. L., Winarni, A., Sukowati, D., & Yuniarti, D. A. F. (2026) · Malaysian Journal of Mathematical Sciences · doi:10.47836/mjms.20.3.08
Tibau, M., Siqueira, S. W. M., Nunes, B. P., & Vakkari, P. (2026) · Journal of Information Science · doi:10.1177/01655515261478899
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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