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
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Brown, A. L. (1978) · Medical Entomology and Zoology · Cited by 1,469
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Self-citationRealizing That You Don't Understand: A Preliminary Investigation
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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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“Metacognition refers to awareness of one’s own knowledge — what one does and doesn’t know — and one’s ability to understand, control, and manipulate one’s cognitive processes (Flavell, 1979; Meichenbaum, 1980).”
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“Metacognition is a strategy for applying appropriate knowledge in problem solving, which is achieved by recognizing (metacognitive knowledge) and controlling (metacognitive control) one’s own thought processes [5].”
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“In his definition of metacognition, Flavell (1979) identified three aspects of a person’s metacognitive awareness.”
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“La metacognición (Flavell, 1976, 1979, 1987) se relaciona con el aprendizaje autorregulado en el cual quien aprende es responsable activo y autónomo del control y regulación de sus propios procesos cognitivos.”
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“Metacognition refers to cognitive processes that are involved in appraisal, monitoring or control of cognition (Flavell, 1979).”
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“Metacognition, the ability to reflect, understand, and control learning (Schraw & Dennison, 1994) requires to be studied and developed with reference to the age of the individual in question (Flavell, 1979).”
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“Metacognition, on the other hand, refers to “cognition about cognition” and involves cognitive processes related to appraisal, control and/or monitoring of thinking (Flavell, 1979; Flawell, Green, & Flawell, 1998).”
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“Student's knowledge about other strategies when using a particular strategy can be given as an example (Flavell, 1979).”
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“Metacognitive experiences( هيرغو فيرعلما ءارو ام يركفتلا ينب زييمتلل هنأا لىإا اًس�يأا )Flavell, 1979( لفلاف راس�أا امك ص�خس�لا لخاد نم قلطنت يهف ،ةفرعلما ءارو ام ردس�م لىإا رظنلا بجي ىرخألا عاونألا نم ةبقارم ىلع لمتس�ت ةفرعلما ءارو ام نإاف لياتلابو ،اهب رعس�ي فيكو ،لمعت فيك ،اهنع فرعي وهو .”
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“We sought scientific-methodological support in Flavell's model of cognitive monitoring [11] and in the author's conceptualization of metacognition when he argues that being the subject's knowledge about his own knowledge and the consequent ability to regulate his executive processes.”
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“Therefore, this phase offers students a unique opportunity to develop deeper metacognitive insights (Brown, 1978; Flavell, 1979; Veenman et al., 2006) that may allow them to accomplish more favourable outcomes in the future.”
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““Thus, metacognitive knowledge and metacognitive experiences form partially overlapping sets: Some experiences have such knowledge as their content and some do not; some knowledge may become conscious and comprise such experiences and some may never do so” ([41], p.”
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“Metacognition involves how learners think about their thought process (Flavel, 1979), identify the learning strategies that work best for them, and consciously on how to manage their learning within a given period.”
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“(2010) supports the theory as it also found that evaluation is the dominant positive predictor, though it involves English mastery in general. Respectively, Eđed (2017) also found that planning and evaluation strategies are more often used by those with a high listening comprehension test. From these findings, it can…”
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“Since the 1980’s research has not only dealt with thinking and cognition but also has come up with the new concept of metacognition (Flavell, 1979) in response to a question that preoccupied the researchers regarding the path to developing thinking processes and whether the latter can be imparted to the students.”
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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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