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
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
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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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Syamsuri, & Aprilia, M. (2022) · Jurnal Educatio FKIP UNMA · doi:10.31949/educatio.v8i3.2573
“Flavell (1987) menjelaskan metakognitif berperan penting ketika menyampaikan informasi, pemahaman, penyelesaian masalah, kognitif, menyampaikan tulisan, ingatan, bahasa dan semua jenis kontrol serta instruksi diri yang dimana metakognitif bisa mempengaruhi penyimpanan informasi yang berkaitan…”
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“A possible explanation for this finding may lie in poor readers’ lower metacognitive abilities [37].”
BackgroundDuarte, S. L. A., & Ramírez, R. (2022) · RIEE | Revista Internacional de Estudios en Educación · doi:10.37354/riee.2022.218
“Según Flavell (1979), la metacognición es el conocimiento de la propia cognición; es decir, la capacidad del ser humano para desarrollar la conciencia y la reflexión de qué y cómo se aprende.”
BackgroundKorotaeva, I. V., & Sidneva, A. N. (2022) · Psihološka obzorja · doi:10.20419/2022.31.558
“According to J. Flavell (1979), metacognitive strategies differ from cognitive ones not so much in content as in the functions they perform.”
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Acquisition of the Ion Concept and Meta-cognition : Students Learning 'Chemical Change and the Ion'
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“Metacognition refers to many factors, including beliefs or knowledge about an individual’s cognitive system and knowledge about the factors that affect the system, regulation, and consciousness about the cognitive state and evaluation of the importance of thoughts and memory (Flavell, 1997).”
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“These behaviours also match definitions of grit and metacognition (Duckworth & Gross, 2014 ; Flavell, 1979).”
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“framed within one’s beliefs, values, and experiences (Brown et al., 2014; Flavell, 1979; hooks, 1994).”
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“Azevedo, R., Johnson, A., Chauncey, A., & Burkett, C. (2010).”
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“Differences between Cognition and Metacognition 학자 구분의 준거 인지 메타인지 Flavell (1979) 행위의 의도 인지적 진전을 위한 지적 활동으로 인지적 전략은 인지적 목표에 도달하기 위한 행동임 인지적 활동에 대한 모니터링 행동으로 메타인지적 전략은 도달한 목표에 대한 확신을 얻기 위한 행동임 Garofalo & Lester (1985) 행위의 유형 단순한 행위(행동) 실행할 것에 대한 계획 및 선택, 실행 중인 것에 대한 모니터링 행동으로 해답을 얻기 위한 확신, 계획이나 선택까지 포함함 Brown (1987) 지식의…”
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“…& Pino Pasternak, 2010; Whitebread et al., 2009; Zachariou & Whitebread, 2019, 2022) has focused on children’s metacognition and self-regulation 1 3 integrating two traditions within developmental psychology: cognitive (Flavell, 1971, 1979) and sociocultural approach (Vygotsky, 1978, 1986).”
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“Metacognitive Metacognitive technique is related to the knowledge of learning through the process of think about thinking (Flavell, 1979).”
BackgroundTerms related to brain sites and functions
(2023) · Oxford University Press eBooks · doi:10.1093/oso/9780192849984.002.0015
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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