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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“However, the original aim in developing metacognition was not only to learn better but to enable us to ‘make wise and thoughtful life decisions’ (Flavell 1979, 910).”
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“Scholars have known for some time that young readers use tools, such as oral language, in thoughtful and meaningful ways to understand printed text (Baker, 1979; Flavell, 1979; Skagestad, 2004; Sulzby, 1985; Vygotsky, 1978).”
BackgroundBarros, D. S., & Neves, D. A. D. B. (2011) · Perspectivas em Ciência da Informação · doi:10.1590/s1413-99362011000400014 · Cited by 5
“Flavell (1979) conceitua a metacognição como qualquer conhecimento ou atividade cognitiva que regula seu objeto qualquer aspecto de uma determinada iniciativa cognitiva, isto é, ela compreende no processo mental, através do qual outras práticas mentais possam ser refletidas.”
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Gao, F., & Putnam, R. T. (2009) · Journal of Educational Computing Research · doi:10.2190/ec.41.1.a · Cited by 5
“The word was first used by Flavell (1979) to refer to the control of memory process.”
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“cognitive-behavioural models have implicated metacognitive beliefs as an essential factor in OCD (Wells, 2008; Wells & Matthews, 1994), encompassing the knowledge and understanding one holds of their own cognitive processes and the appraisals of these processes (Flavell, 1979; Wells, 2008).”
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“The correlations between metacognition and self-efficacy were first described by Flavell (1987). Paris and Winograd (1990) also emphasized the importance of self-efficacy in their definition of metacognition.”
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“future learning behaviors and strategies [21].”
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“Modern studies in the field of cognitive psychology (Flavell, 1979); (Brown, 1987); (Schraw & Dennison, Assessing metacognitive awareness, 1994) argue that metacognition is comprised of two major components (1) metacognitive knowledge or awareness and (2) metacognitive regulation and are related to each other.”
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“…a sufficient number of essential (growth, survival, reproduction) goals are attainable, consistent with the “competencies in development” approach (Flavell, 1979), TIS predicts that simple cognitive solving precedes metacognitive planning, both during the initial development of the system and in…”
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“B ased on Flavell (1979), Haynie and et al., (2010) distinguish two types of inputs to metacognitive ability: metacognitive knowledge as awareness of people, tasks, and strategies, while metacognitive experience refers to affective, cognition-linked events that help individuals draw on memories,…”
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“Recursive reflection : the metacognitive ability to continually examine how the tool reorients one’s cognition and values (Flavell 1979; Brown 1987, 2017; Schön 1987).”
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The neural basis of transactive technical cognition
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“Metacognitive ability is cognition about cognition (Flavell, 1979), which consists of three components: metacognitive knowledge, metacognitive experience, and metacognitive monitoring (M. Jin & Ji, 2021).”
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“Various scholars have developed theoretical frameworks around metacognition from different perspectives, with Flavell’s Model of Cognitive Monitoring being one of the most widely referenced in both domestic and international research (Flavell, 1976, 1979, 1981 ).”
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“We label these the “metacognitive” effects of AI, where metacognition is the ability to reflect on one’s thought processes or “thinking about thinking” (Flavell 1979).”
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“Humans possess a metacognitive capacity to reflect on their behavior and cognitive abilities in a variety of domains (Bandura, 1977; Flavell, 1979; Katyal & Fleming, 2024).”
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“Metacognitive knowledge refers to one’s declarative knowledge about the interplay between person, task, and strategy characteristics (Flavell, 1979).”
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“Awareness of personal ability may be linked to metacognition, which is defined as the knowledge and reflective capacity one has concerning one’s own cognitive functioning [16].”
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“Metacognition is commonly classified into MC knowledge and MC regulation (Flavell, 1979; Pintrich, 2002; Schraw, 1998; Schraw and Moshman, 1995).”
BackgroundMethodInfluentialGüzel, M. A., & Başokçu, T. O. (2023) · Erzincan Üniversitesi Eğitim Fakültesi Dergisi · doi:10.17556/erziefd.1224757 · Cited by 4
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“Metacognitive strategies refer to the conscious awareness and control of one’s cognitive processes during learning (Flavell, 1979; Schraw et al., 2006).”
BackgroundCain, L., Strodl, E. S., & Howard, G. (2024) · Journal of Contemporary Psychotherapy · doi:10.1007/s10879-023-09605-7 · Cited by 4
“The original meta-cognitive model was developed by John Flavell (1979).”
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“When students intentionally pause and think about their learning to identify their learning progress, they are monitoring their learning (Brown, 1987; Flavell, 1979; Nelson & Narens, 1990; Schraw & Moshman, 1995; Winne, 2001).”
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“Metacognitive learning strategies Metacognitive learning strategies aid learners to actively regulate and control the cognitive learning processes (De Bruin & Van Gog, 2012 ; Efklides & Vauras, 1999 ; Flavell, 1979; Roelle et al., 2017).”
Beyond metacognition: The dominant role of the general factor of personality in learning adaptation
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“Ever since Flavell [7] introduced the notion of metacognition to understand the influence of cognitive monitoring, many researchers have paid much attention to unveiling its functioning in learning [14,15].”
Jacobs, E., Bellon, E., & Smedt, B. D. (2024) · Frontiers in Developmental Psychology · doi:10.3389/fdpys.2024.1424754 · Cited by 5
Morphew, J. (2024) · Frontiers in Education · doi:10.3389/feduc.2024.1389592 · Cited by 11
Student Value of a Transdisciplinary Approach to Curriculum Development
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“Metacognition, defined generally as “cognition about cognitive phenomena” (Flavell, 1979, p. 906), is argued as being separate from intelligence (Ohtani & Hisasaka, 2018), although its definition is fluid across disciplines.”
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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