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
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
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
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
Cited by
Sorted by citations
Items 9,801–9,900 of 10,404
Hung, W., & Lin, C.-P. (2026) · Journal of Teaching in Physical Education · doi:10.1123/jtpe.2025-0405
Akpınar, S., Varlık, S., Akpınar, Ö., et al. (2026) · Journal of Baltic Science Education · doi:10.33225/jbse/26.25.217
Metacognition and Nursing Students’ Academic Achievement: An Experimental Study
seleem, E. A. E. S., Eltahan, A. A., Mohamed, A. M. A., & Abdelaziz, M. M. A. (2026) · Studies in systems, decision and control · doi:10.1007/978-3-032-15739-3_27
Preiss, D. D., Carmona, B., Reszczynski, C., Grau, V., Irribarra, D. T., & Acevedo, A. (2026) · Metacognition and Learning · doi:10.1007/s11409-026-09461-5
“To understand the interactions between attentional traits and metacognition in creativity, it is essential to distinguish among the components of metacognition —metacognitive knowledge, metacognitive experiences, and metacognitive abilities (Efklides, 2008; Flavell, 1979; Jia et al., 2019).”
Beyond Answer Generation: Scaffolding Metacognitive Thinking via LLM-Driven Socratic Dialogue
Chai, W. N., Somsuphaprungyos, S., Kummuang, C., Roekkesi, K., Tamee, K., & Ruangrajitpakorn, T. (2026) · IEEE International Conference on Cybernetics and Innovations (ICCI) · doi:10.1109/icci68752.2026.11506456 · Cited by 1
“Metacognition, defined as the monitoring and control of one’s cognitive processes, plays a central role in effective learning and adaptive problem solving [5], [6].”
Rementeria, S. (2026) · Educational Studies in Mathematics · doi:10.1007/s10649-026-10513-5
“This is necessary to accept that the solution will take longer, resisting the urge for a quick fix, i.e., the management of the cost of change (Efklides, 2011; Flavell, 1979).”
Morphodynamic Meta-Cognition: A Framework for Self-Regulating Intelligence SystemsPreprint
Mavroudis, I., Ciobica, A. S., Gurzu, B., Anton, E. T.-T., & Novac, B. (2026) · Research Square · doi:10.21203/rs.3.rs-9641646/v1
Building a diagnostic model for misconceptions in physics education using eye tracking technology
Liu, J., Zhong, X., Chen, G., & Chen, L. Q. (2026) · Physical Review Physics Education Research · doi:10.1103/ttrq-px6t
Liu, K., Xiong, H., Zhang, J., et al. (2026) · Electronics · doi:10.3390/electronics15102078
Facilitating In-Service L2 Teacher Peer Coaching and Metacognition through an Online Tool
Stewart, G., & Mattson, C. (2026) · Second Language Teacher Education · doi:10.3138/slte-2025-0016
Zhenyan, L., Li, H., & 袁勤俭 (2026) · Telematics and Informatics · doi:10.1016/j.tele.2026.102404 · Cited by 1
Testing the Psychological Model of Russian Scientific, Engineering, and IT Elite
Karabushchenko, N. B., & Karabushchenko, P. P. (2026) · SibScript · doi:10.21603/sibscript-2026-28-2-265-278
Redefining Peer Tutoring: Academic and Social Gains Through Twice‐Exceptional Student Leadership
Kahveci, G. (2026) · International Journal of Developmental Neuroscience · doi:10.1002/jdn.70139
Neural correlates of metamemory judgments in worry: An ERP study
Irak, M., & Çamoğlu, Ö. (2026) · Biological Psychology · doi:10.1016/j.biopsycho.2026.109291
김연 (2026) · Educational Studies in Mathematics · doi:10.1007/s10649-026-10517-1
“Metacognition in this context involves metacognitive knowledge and regulation (Flavell, 1979; McCormick, 2003).”
From perception to anticipation: The cognitive architecture of interaction
Atkinson, R. C. (2026) · Elsevier eBooks · doi:10.1016/b978-0-443-41359-9.00016-x
Maso, S., Delrutte, S., Manteaux, A., Jourdan, M., Bagnaud, E., Rafiq, M., Wolfrum, M., Gérard, F., Pariente, J., & Danet, L. (2026) · Annals of Physical and Rehabilitation Medicine · doi:10.1016/j.rehab.2026.102133
Syam, U., Iskandar, & Halim, A. (2025) · Pubmedia Jurnal Pendidikan Bahasa Inggris · doi:10.47134/jpbi.v2i4.2051
Ovieta, P. P. R. O., Sanjaya, I. N. S., Ali, Z., et al. (2026) · Journal of Language and Pragmatics Studies. · doi:10.58881/jlps.v5i1.82
Cai, H., & Ayob, L. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1775771
“…theoretical gaps, this study integrates Braver (2012) Dual Mechanisms of Cognitive Control framework, the Levelt-Kormos speech production model, and Flavell (1979) metacognition theory to propose that paralinguistic cognitive training may enhance individuals’ metacognitive awareness and active…”
InfluentialBasu, S., & Srinivasan, N. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1761622
“Metacognition involves reflecting upon one’s own cognitive processes like perception and memory (Flavell, 1979).”
Xu, J., Mou, Y., & Yuan, L. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1739020
Henderson, G. D., Horton, C., Edwards, Y. V., & Walker, Q. D. (2026) · Open Journal of Social Sciences · doi:10.4236/jss.2026.145015
Moore, L., Lund, A. E., & Russell, C. (2026) · BMC Neurology · doi:10.1186/s12883-026-04884-8
“Subjective vs. Objective Cognition: Awareness is assessed by comparing predicted or perceived performance with actual results [25], often used in metacognition studies [26].”
Jeong, J. (2026) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2026.106546
Suwanreang, C., Pankaew, K., Plodkaew, K., & Jun-on, N. (2026) · Discover Education · doi:10.1007/s44217-026-01633-4 · Cited by 2
Iino, M. (2026) · Integrative Psychological and Behavioral Science · doi:10.1007/s12124-026-10004-5 · Cited by 1
“First, the identity of observer and observed means that the act of observation may transform experience itself.”
InfluentialMulugeta, Z. A., Alemu, M., Teka, M., & Gebremariam, H. T. (2026) · Discover Education · doi:10.1007/s44217-026-01628-1 · Cited by 1
Shao, J., Tang, S., & Zhuang, Z. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1832021
“Distinguished from the broader constructs of metacognition (Flavell, 1979) and self-regulated learning (SRL; Zimmerman, 2000), MSR was adopted in the present study for its theoretically precise construct, pedagogical operability, and measurability within strategy-oriented instructional designs…”
Novaes, A., & Locatelli, S. W. (2026) · Momento · doi:10.63595/momento.v35i1.17841
Suryawati, E., Linggasari, M. N., Dianti, P. R., Erna, M., & Elviana, T. (2026) · Discover Education · doi:10.1007/s44217-026-01613-8
“Flavell [28] explains that metacognition consists of two main components, namely metacognitive knowledge and metacognitive experiences.”
Mattes, B., & Pieschl, S. (2026) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2026.102465
Chigeza, P., & Chinofunga, D. (2026) · Eurasia Journal of Mathematics Science and Technology Education · doi:10.29333/ejmste/18588
“Flavell (1979) proposed that metacognitive abilities can be consciously or automatically applied to guide cognitive activity before, during, and after problem-solving.”
Šņitņikovs, A., Koroļeva, I., & Steinberga, R. (2026) · Culture and Education · doi:10.1177/11356405261437797
“As Flavell (1979) emphasized, metacognition is pivotal in various cognitive activities, including reading.”
Akamatsu, D., Kakinuma, K., & Fujiwara, T. (2026) · Educational Psychology Review · doi:10.1007/s10648-026-10167-y
“Third, we introduce the vocabulary of top-down and bottom-up processes to describe how task-level regulatory activity is embedded within a broader self-system (Sect.”
InfluentialA Review of Design Considerations in E-learning
Johnson, R. D., & Randall, J. G. (2018) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-64113-157-520251007
The GPS for Thinking: How AI Partners Are Reshaping Student MetacognitionPreprint
Amiri, S. M. H., Akter, N., Mithila, M., et al. (2026) · Research Square · doi:10.21203/rs.3.rs-9799303/v1
Zhong, Y., Chen, J., Huang, C., Wang, X., Chen, Y., & He, T. (2026) · IEEE Transactions on Learning Technologies · doi:10.1109/tlt.2026.3696968 · Cited by 1
“Younger learners, who typically have less developed metacognitive capacities [15], may derive greater benefit from explicitscaffolding,assuchmodelingalignswithdevelopmental principlesofcognitiveapprenticeship[6].”
曾, 卓. (2026) · Advances in Education · doi:10.12677/ae.2026.1651015
Agüero, S. E. R., & Alvis, M. N. C. (2026) · Taikuere · doi:10.66218/taikuere.v2i1.14
Metacognitive interventions for adolescents with mental disorders: a scoping review
Santo, A. E., Marques, J. P. R., Silva, R. C. G., Balzan, R. P., Sampaio, F., & de Pinho, L. G. (2026) · Pediatric Research · doi:10.1038/s41390-026-05115-z
Algorithmic Authority Bias in AI-Assisted Learning: An Integrative Cognitive Framework
Sony, S. D., & Mus, K. (2026) · International Educational Review · doi:10.58693/ier.415
“Think-aloud protocols, guided self-questioning, and structured reflection on AI interactions can all support this kind of engagement (Flavell, 1979).”
Problems with Hallucinations in Individuals Living with Serious Mental Illness
McKeegan, G. F. (2026) · Evidence-based practices in behavioral health · doi:10.1007/978-3-032-18372-9_7
Stankov, L., & Lee, J. (2015) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-68123-169-320251010
Strategic Competence, Task Complexity, and Multimodal Speaking Test Tasks
Zhang, W., & Zhang, L. J. (2026) · Springer eBooks · doi:10.1007/978-981-95-7445-2_3
Walsh, N. R., & Harrington, L. J. (2026) · IGI Global eBooks · doi:10.4018/979-8-2600-2040-1.ch006
Varghese, M. A., & Sharma, P. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1823525 · Cited by 1
“Traditional metacognitive frameworks have always considered cognition as an internally regulated process involving planning, monitoring and evaluation (Flavell, 1979; Schraw and Dennison, 1994).”
Zhang, W., & Zhang, L. J. (2026) · Springer eBooks · doi:10.1007/978-981-95-7445-2_1
РЕФЛЕКСИВНО-МЕТАКОГНІВНИЙ КОМПОНЕНТ ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНІХ ЛІКАРІВ
ZADOROZHNA, O. (2026) · ГРААЛЬ НАУКИ · doi:10.36074/grail-of-science.01.05.2026.105
“Поняття метакогніції введене J. Flavell, який визначив її як знання про власні когнітивні процеси та здатність їх контролювати [5].”
Yao, N., & Huang, P. (2026) · JJournal of natural science education. · doi:10.62517/jnse.202617104
Linking Strategic Competence, Task Complexity, and Speaking Test Performance
Zhang, W., & Zhang, L. J. (2026) · Springer eBooks · doi:10.1007/978-981-95-7445-2_7
O’Riordan, L., Gillo, M., & Hampden‐Turner, C. (2026) · Journal of Sustainable Business · doi:10.1186/s40991-026-00136-7
Courchaine, C., Sethi, R. J., & Qiu, H. (2026) · ACM Web Conference (WWW) · doi:10.1145/3774905.3793124
Jacobs, E., Taghizadeh, S., Vogel, S. E., Smedt, B. D., & Bellon, E. (2026) · Metacognition and Learning · doi:10.1007/s11409-026-09472-2
“These processes fall under the umbrella of metacognitive regulation, which comprises two core processes: metacognitive monitoring and metacognitive control (Flavell, 1979 ; Nelson & Narens, 1990).”
Pupil dilation as a physiological marker of metacognitive processes
Lenzoni, S., Horngacher, J., Kofler, J., Gat, O., & Hämmerer, D. (2026) · Biological Psychology · doi:10.1016/j.biopsycho.2026.109309
TAŞTEPE, M., & Altay, N. B. (2026) · Sinop Üniversitesi Sosyal Bilimler Dergisi · doi:10.30561/sinopusd.1773531
How local and global metacognition relate to overt and covert narcissism in adolescentsPreprint
Luo, T., Shi, J., Hu, X., & Liu, C. (2026) · SSRN Electronic Journal · doi:10.2139/ssrn.6864640
Strategies for Building Students’ Meta-affective and Meta- Cognitive in Science LearningPreprint
Rusyati, L., Rustaman, N. Y., Widodo, A., & Ha, M. K. A. (2026) · Research Square · doi:10.21203/rs.3.rs-9803535/v1
Farahian, M., & Salari, M. (2026) · Innoeduca International Journal of Technology and Educational Innovation · doi:10.24310/ijtei.121.2026.22233
“Flavell (1979) first defined metacognition as the awareness and regulation of one’s own cognitive processes, a concept further developed by Young and Fry (2008) and later refined by Alvarez-Bueno et al. (2017) as knowledge of one’s thinking and performance processes.”
Karaca, B. Ş., & Güney, S. A. (2026) · Child Neuropsychology · doi:10.1080/09297049.2026.2681661
Chen, P., Ma, Z., Liang, Y., & Lu, H. (2026) · Interactive Learning Environments · doi:10.1080/10494820.2026.2677726 · Cited by 1
Yang, E. (2026) · Journal of Lifelong Learning Society · doi:10.26857/jlls.2026.5.22.2.66
Capítulo 9: Factores internos y externos que condicionan la autorregulación
Altamiranda, A. C. P., Julio, A. D. B., Molina, R. D. C., et al. (2026) · doi:10.59899/ges-cono-88-c9
Metacognitive Monitoring Predicts and Enhances Emotion Management Knowledge
Leckie, R., MacCann, C., & Double, K. S. (2026) · Affective Science · doi:10.1007/s42761-026-00376-7 · Cited by 1
“Monitoring is essential for regulating thought, as it enables individuals to recognize both their current knowl - edge and gaps in their understanding (Flavell, 1979).”
Novitra, F., Sundari, P. D., Muslim, Suherman, D. S., Anshari, R., Hidayati, & Dwiridal, L. (2026) · Social Sciences & Humanities Open · doi:10.1016/j.ssaho.2026.103032 · Cited by 1
Capítulo 10: Trayectorias educativas y brechas en la autorregulación del aprendizaje
Mejía, J. F. O., Marulanda, M. Y., Flórez, J. D. C., et al. (2026) · doi:10.59899/ges-cono-88-c10
The effect of blooket-assisted RADEC learning model on students' metacognitive ability
Khoirotunnisah, N., & Jusra, H. (2026) · Pasundan Journal of Mathematics Education Jurnal Pendidikan Matematika · doi:10.23969/pjme.v16i1.47930
Sabancı, O., & Yürük, N. (2026) · Instructional Science · doi:10.1007/s11251-026-09805-3
“Metacognition comprises two primary domains (See Figure 1): Metacognitive Knowledge (Declarative, Procedural, and Conditional Knowledge) and Metacognitive Reg - ulation (Planning, Monitoring, and Evaluation) (Flavell, 1979 ; Schraw & Moshman, 1995).”
InfluentialO’Riordan, L., Gillo, M., & Hampden‐Turner, C. (2025) · Apollo (University of Cambridge)
Relyea, J. E., Davis, D. S., Khalil, H., Dobis, C., Fu, X., Lewis, B., & Huang, B. (2026) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2026.102471 · Cited by 1
Youth’s Online Activities, Metacognitive Orientations, and Intellectual Styles
Šņitņikovs, A., Koroļeva, I., & Svitaja, J. (2026) · Human Arenas · doi:10.1007/s42087-026-00635-w
“Flavell pointed out that metacognitive knowledge is one of the key components of meta - cognition and guides the selection of cognitive goals, strategies, and tasks (Flavell, 1979).”
Clemente, D., Russo, C., Romano, L., Panno, A., & Coscioni, V. (2026) · Psychological Reports · doi:10.1177/00332941261457383
Dzhedzheia, V. (2026) · PsyUpgrade Journal · doi:10.66228/3083-7510-2026-3-37-52
Reimagining Business Communication Training Through Narrative Storytelling
Jha, A. K. (2026) · IGI Global eBooks · doi:10.4018/979-8-3373-4647-2.ch006
Does AI Dependency Hinder or Enhance Critical Thinking? Examining the Role of Self-Regulation
Buntaran, F. A. A., Irmawan, D., & Sabir, A. (2026) · Bulletin of Counseling and Psychotherapy · doi:10.51214/002026081616000 · Cited by 1
“Intensive use of AI in educational contexts can also weaken students’ awareness of their own thinking processes (Flavell, 1979).”
Li, W., Li, W., Tseng, J. C. R., & Liu, C. (2026) · Metacognition and Learning · doi:10.1007/s11409-026-09474-0
“Metacognitive knowledge is declarative knowledge about the interactions between personal characteristics, task characteristics, and available strategies (Flavell, 1979).”
Influential张, 艺. (2026) · Advances in Education · doi:10.12677/ae.2026.1661092
Grant, G., & Dowson, M. (2026) · Organizational Behavior Teaching Review · doi:10.1177/10525629261439105
Sabatini, S., & Soldati, A. (2026) · Journal of Geoscience Education · doi:10.1080/10899995.2026.2681617
Jozkowski, A. C., & Tabak, A. R. (2026) · Journal of allied health · doi:10.21091/jah.2026.02037 · Cited by 2
Sun, N., Wang, J., & Liao, P. (2026) · Journal of Construction Engineering and Management · doi:10.1061/jcemd4.coeng-17924
Metacognition that a cognitive task disrupts subsequent recognition causes the revelation effect
Miura, H., & Itoh, Y. (2026) · Acta Psychologica · doi:10.1016/j.actpsy.2026.107169
Villalobos, D. J. M. (2026) · Revista Multidisciplinar Epistemología de las Ciencias · doi:10.71112/x761j132
Namaziandost, E. (2026) · Computers and Education Open · doi:10.1016/j.caeo.2026.100385
LLM Orchestration with Geometry-Aware Memory
Mojila, D. (2026) · International Conference Big Data and Machine Learning · doi:10.1109/icbdml68582.2026.11544690
“Metacognition—thinking about thinking—has been studied extensively in cognitive science [14] and has more recently been applied to AI systems [15].”
El imaginario del lenguaje: aprendizaje del inglés desde las metáforas educativas
Montaluisa, L. J. M., Noroña, A. L. C., Hinojosa, M. V. A., et al. (2026) · Prospherus · doi:10.63535/mh9vwg78
Rethinking AI Ethics in Education: From Restrictive Policies to Learning-Oriented Design
Noor, S. M., & Momani, Z. (2026) · International Conference on Computational Intelligence Approaches and Applications (ICCIAA) · doi:10.1109/icciaa68481.2026.11543766
Korst, B., van Dijk-Allen, M., & Smilek, D. (2026) · SSRN Electronic Journal · doi:10.2139/ssrn.6902596
Vallecillo, N. R., Murillo-Ligorred, V., & Lozano-Blasco, R. (2026) · Applied Sciences · doi:10.3390/app16125751
The role of metacognitive skills in anatomy education: a narrative review
Asghar, A., Patra, A., Narayan, R. K., & Babu, C. S. R. (2026) · Surgical and Radiologic Anatomy · doi:10.1007/s00276-026-03919-6
“This is consistent with well-known theoretical frameworks that view learning as a cyclical cycle of prepa - ration, action, and reflection, such as Zimmerman’s self-reg - ulated learning theory and Flavell’s model of metacognition [8, 37, 38].”
Metacognitive Experience: How AI Recommendations Shape Purchase Intention
Gu, Q., Yu, X., Yuan, D., & Yang, Q. (2026) · Journal of theoretical and applied electronic commerce research · doi:10.3390/jtaer21060183 · Cited by 1
“Metacognitive experience refers to an individual’s subjective perception of their own thinking activities during the cognitive process [21], covering the early, intermediate, and late stages of information processing [38].”
Wang, G., & Nixon, M. S. (2026) · Communications in computer and information science · doi:10.1007/978-981-95-8318-8_5
Fitri, A., Gunawan, M. A., & Azizah, D. (2026) · Research Square · doi:10.21203/rs.3.rs-9943650/v1
Alhiyas, A. Y. A., & Abbood, D. M. (2026) · Pubmedia Jurnal Pendidikan Olahraga · doi:10.47134/jpo.v3i4.2709
Stöckel, T., Borgmann, S., Stuhr, C., & Klatt, S. (2026) · Journal of Applied Sport and Exercise Psychology · doi:10.1026/2941-7597/a000070
Tomas, S., Salazar, S., & Gomez, M. (2026) · IEEE World Engineering Education Conference (EDUNINE) · doi:10.1109/edunine62390.2026.11547031
Bertills, K., Johansson, D., & Augustine, L. (2026) · Frontiers in Sports and Active Living · doi:10.3389/fspor.2026.1736134
Generative Artificial Intelligence and Chatbots: Profiles and Uses in Chilean Distance Education
González, E. A., Machado, R. P., Alario‐Hoyos, C., & Hormazábal, P. Á. (2026) · IEEE World Engineering Education Conference (EDUNINE) · doi:10.1109/edunine62390.2026.11546855
“Flavell [11] proposed a model of metacognitive monitoring that includes four inter-related phenomena: Metacognitive Knowledge, Metacognitive Experience, Metacognitive Goals, and Metacognitive Actions.”
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 ›
Are you an author, or do you see a problem with this page? Request a review
