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
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“In other words, it taps into what has been referred to elsewhere as metacognitive monitoring (Flavell, 1979).”
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“Metacognition is defined as cognition that operates on cognition itself (Flavell, 1979).”
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“As one of the main components of self-regulated learning (SRL; Greene et al., 2024; Panadero, 2017; Winne, 2018; Winne & Azevedo, 2022 ), metacognition is generally defined as one’s thinking about their thinking (Flavell, 1979 ).”
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“These self-assessment tools converge in their shared theoretical foundation in Flavell’s [26] conceptualisation of metacognition, especially their emphasis on planning, monitoring, evaluation, and regulation as core dimensions.”
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“John Flavell [2] first defined human metacognition as “cognition about cognitive phenomena” or, more simply, “thinking about thinking.”
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“Strategy knowledge is explained by Flavell (1979) as any strategies that “are likely to be effective in achieving what subgoals and goals” (p. 907).”
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“Metacognition is a term first coined by Flavell in the 1970s to refer to the process of regulating one’s cognitive capacities (Flavell, 1979, 1987).”
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“Journalists like Journalist E, a science reporter, described rereading their stories to test whether “a non-journalist could follow this,” echoing what Flavell (1979) identifies as monitoring comprehension as a metacognitive checkpoint.”
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Razkane, H., Laaboudi, D., & Hosayny, O. E. (2026) · Current Psychology · doi:10.1007/s12144-025-08592-3 · Cited by 3
“…meta - cognition, reflection, and anxiety into one unified model, the current study combines two theoretical models, namely Metacognition theory (Flavell, 1979 ) and Metacognitive and Affective Model of Self-Regulated Learning (MASRL) (Elfklides, 2011), both of which stress on the importance of…”
From Problem-Solving to Reflection: Activating Diverse Metacognitive Skills in Mathematics
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“This framework draws on widely accepted theories (Flavell, 1979; Schraw, 1998), while acknowledging domain-and context-specific aspects of MS in mathematics education.”
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Multi-Level Sociotechnical Systems Approach to Human-Centered AI
Schoenherr, J. R., & Michael, K. (2026) · Springer eBooks · doi:10.1007/978-981-97-8440-0_100-1 · Cited by 5
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
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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.
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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