| Effects of motivational regulation strategies on writing performance: a mediation model of self-regulated learning of writing in English as a second/foreign language |
15 |
| Regulation and socio-emotional interactions in a positive and a negative group climate |
14 |
| Teachers' direct and indirect promotion of self-regulated learning in primary and secondary school mathematics classes - insights from video-based classroom observations and teacher interviews |
14 |
| Beyond intelligence: a meta-analytic review of the relationship among metacognition, intelligence, and academic performance |
14 |
| Granularity matters: comparing different ways of measuring self-regulated learning |
11 |
| Instructor fluency leads to higher confidence in learning, but not better learning |
10 |
| Evaluating the metacognitive awareness inventory using empirical factor-structure evidence |
6 |
| What do second-order judgments tell us about low-performing students' metacognitive awareness? |
5 |
| Effects of self-assessment feedback on self-assessment and task-selection accuracy |
5 |
| Confidence in performance judgment accuracy: the unskilled and unaware effect revisited |
4 |
| Teachers' monitoring of students' text comprehension: can students' keywords and summaries improve teachers' judgment accuracy? |
4 |
| Does domain matter? Monitoring accuracy across domains |
3 |
| Reactivity to confidence ratings in older individuals performing the latin square task |
3 |
| Examining cyclical phase relations and predictive influences of self-regulated learning processes on mathematics task performance |
3 |
| How do students process complex formative feedback in question-answering tasks? A think-aloud study |
2 |
| Self-regulation and co-regulation in early childhood - development, assessment and supporting factors |
2 |
| Initial judgment of solvability in non-verbal problems - a predictor of solving processes |
2 |
| Metacognitive monitoring and help-seeking decisions on mathematical equivalence problems |
2 |
| How social challenges affect children's regulation and assignment quality in hypermedia: a process mining study |
1 |
| Does teacher homework feedback matter to 6th graders' school engagement?: a mixed methods study |
1 |
| Calibration in multiple text use |
1 |
| Confidence judgments: The monitoring of object-level and same-level performance |
1 |
| Better beware: comparing metacognition for phishing and legitimate emails |
1 |
| Play it safe or play to learn: mindsets and behavioral self-regulation in kindergarten |
1 |
| Introduction to the special Issue applied metacognition: real-world applications beyond learning |
1 |
| Acute short-term sleep deprivation does not affect metacognitive monitoring captured by confidence ratings: a systematic literature review |
1 |
| Confidence to spare: individual differences in cognitive and metacognitive arrogance and competence |
1 |
| Accuracy in judgments of study time predicts academic success in an engineering course |
1 |
| How do parents guide children towards 'playing to learn'? Reflections on four studies in a special issue on self- and co-regulation in early childhood |
0 |
| Inhibitory control in toddlerhood - the role of parental co-regulation and self-efficacy beliefs |
0 |
| Cognitive and metacognitive determinants of eyewitness memory accuracy over time |
0 |
| Recognizing early childhood as a critical time for developing and supporting self-regulation |
0 |
| The process of early self-control: an observational study in two- and three-year-olds |
0 |
| Maternal scaffolding during play with 12-to 24-month-old infants: stability over time and relations with emerging effortful control |
0 |
| Investigating changes in self-evaluation of technical competences in the serious game Serena Supergreen: Findings, challenges and lessons learned |
0 |
| Study techniques differentially influence the delayed judgment-of-learning accuracy of adolescent children and college-aged adults |
0 |
| The basis of feeling-of-knowing judgments in patients with schizophrenia |
0 |
| Applied metacognition and separation of confidence and accuracy in correlational studies |
0 |
