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
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An Interview Study of Children's Knowledge about Memory
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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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“One prerequisite to effective self-regulated learning is to have an appropriate metacognitive knowledge (MCK) base – knowledge about themselves as learners, the learning task, and appropriate strategies, upon which students draw as they monitor and manage their learning (Flavell, 1979).”
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Thingholm, H. B., & Larsen, A. H. (2019) · Dansk Universitetspædagogisk Tidsskrift · doi:10.7146/dut.v14i26.112497
“According to Flavell, metacognitive knowledge has three aspects: knowledge about yourself as a person, knowledge about the task, and knowledge about the strategies appropriate for solving the task (Flavell, 1979 p. 907).”
BackgroundMethodRodriguez, M. C. (2018) · University of North Florida Digital Commons (University of North Florida)
Zatalini, R. (2019) · International Journal of Educational Best Practices · doi:10.31258/ijebp.v3n1.p1-14
“…(2009, p.209) advocates ‘summarizing’, ‘forming question’, ‘activating prior knowledge’, ‘inferencing’, ‘using text-structure awareness’, and ‘monitoring comprehension’ as steps to activate students’ metacognition; that is “knowledge and cognition about cognitive phenomena” (Flavell, 1979, p. 906).”
Algbarin, R., & Rashid, R. A. (2019) · Journal of Literature, Languages and Linguistics · doi:10.7176/jlll/54-05
“Moreover, cognitive strategies are invoked to make cognitive progress, metacognitive strategies to monitor it (Flavell, 1979).”
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Hutchison, L. A. (2019) · Carolina Digital Repository (University of North Carolina at Chapel Hill) · doi:10.17615/4vzy-5k84
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“No se establecieron categorías preliminares, aunque luego se dio lectura general de cada transcripción para iniciar la codifi cación del texto, de acuerdo con las dimensiones del conocimiento metacognitivo (Flavell, 1979, Pintrich, 2002).”
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THE LEVEL OF METACOGNITIVE STRATEGY(SM) IN READING ARABIC TEXT AMONG STUDENTS OF SMKA SEREMBAN
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Ouchen, M. (2019) · IJAEDU- International E-Journal of Advances in Education · doi:10.18768/ijaedu.593498 · Cited by 1
“Flavell (1979) first defined the concept of metacognition as “knowledge of beliefs of what factors or variables act or interact in what way to affect the course and outcome of cognitive enterprises” (p. 907).”
BackgroundMa, Y.-C., Tseng, W. S.-W., Cheng, S.-H., et al. (2019) · Sustainable innovations in education and technology · doi:10.35745/ecei2019v2.093
“In the process of creativity education, it is also necessary to cultivate students' metacognition ability, that is, students can constantly monitor their own thinking process and adjust the application of strategies in the process of creative thinking, which can constantly reflect and refine their creative wisdom [9].”
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Students’ Metacognition and Personal Epistemology: View on Family
Tanael, J. S., & Magsino, M. A. L. (2019) · International Conference on Intervention and Applied Psychology (ICIAP) · doi:10.2991/iciap-18.2019.29
How Does Educational Psychological Research Contribute to Educational Practices in School
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What We Know from the Literature
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Cognitive Trading System ModelPreprint
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“In a line of work originating in the field of cognitive psychology and parallel to the clinically-focused research on anosognosia, aspects of selfawareness have been studied as part of the construct of metacognition (Flavell, 1979).”
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العلواني, أ. و., & العتوم, ع. (2019) · University of Sharjah (UoS) Journal of Humanities and Social Sciences · doi:10.36394/jhss/16/2b/2
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Huang, T.-F., Cho, S.-C., Chiu, K.-C., et al. (2019) · International Conference on Education and Multimedia Technology (ICEMT) · doi:10.1145/3345120.3345174
“In addition, scholar Flavell (1979); Stewart & Tei (1983) argue that training and learning can enhance the ability of the metacognition [5].”
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Saving Resources for Future Demands—The Role of Instruction, Cognitive Load and Metacognition
Fanslau, A., Brejwo, M., & Brycz, H. W. (2019) · Journal of Psychology Research · doi:10.17265/2159-5542/2019.08.002
“Studies on the capability to gain conscious insight into one’s thinking processes are a domain of psychology and do not have a very long history (Flavell, 1979: “cognition of one’s cognition”; Efklides, 2008: metacognitive experiences; Koriat, 2000: metamemory).”
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Metacognition based training: A better way to tackle medical device alarms
Shanmugham, M., Strawderman, L. J., & Eakin, D. K. (2019) · Proceedings of the Human Factors and Ergonomics Society Annual Meeting · doi:10.1177/1071181319631061
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“Metacognition, peoples’ awareness of their thoughts and learning processes (Flavell, 1979), has become increasingly relevant to applied settings.”
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“…not only cognitive monitoring, but also knowledge about task-specific strategies, assessments of confidence, and self-regulation of cognition (Flavell, 1979; Garofalo & Lester, 1985), and is of interest to researchers due its relationship with intelligence, task performance, and memory…”
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Through the eyes of the physician
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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
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