Metacognition and learning: conceptual and methodological considerations
By M. Veenman, B. V. van Hout-Wolters, Peter Afflerbach. 2006
2,058 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/2c0f9d6e770fe1485e484201e8474efad722b9da
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- Sarit Barzilai
- Anat Zohar
- Ernesto Panadero
- M. Veenman
- Charlotte Dignath
- Sanna Järvelä
- David Whitebread
- Bracha Kramarski
In Education
- Sarit Barzilai
- Anat Zohar
- M. Veenman
- David Whitebread
- Bracha Kramarski
- Ernesto Panadero
- Charlotte Dignath
- L. Kyriakides
Citations in the corpus
- Process mining techniques for analysing patterns and strategies in students’ self-regulated learning (2013, background): “Methodologically, this change in perspective has been progressing with an increasing focus on behavioral and verbal process data, and a decreasing interest in questionnaire methods (Azevedo 2009; Bannert 2009; Veenman et al. 2006).”
- Aspects of pedagogy supporting metacognition and self-regulation in mathematical learning of young children: evidence from an observational study (2010, background): “Hattie et al., 1996; Swanson et al., 1999 ) of intervention studies have reported similar instructional principles associated with positive intervention outcomes.”
- Teaching and Researching Genre Knowledge: Toward an Enhanced Theoretical Framework (2020, background): “Indeed, while conditional knowledge is often described as an aspect of metacognitive knowledge, some have proposed that it also forms an integral part of metacognitive regulation (Veenman et al., 2006).”
- Improving metacognition in the classroom through instruction, training, and feedback (2016, background): “2000; Miller and Geraci 2011b) and the skills and knowledge necessary to engage in metacognitive processes (Veenman et al. 2006).”
- Issues in dealing with sequential and temporal characteristics of self- and socially-regulated learning (2014, methodology): “, monitoring), and by generating testable hypotheses based on types of process data used and the results generated (Veenman et al. 2006; Veenman 2013; Winne and Azevedo 2014; Zimmerman 2008).”
- How can self-regulated learning support the problem solving of third-grade students with mathematics anxiety? (2010, methodology): “, King, 1990) and university students (e.g., King, 1992; Schoenfeld, 1992; Veenman et al., 2006), and not among younger students in the third grade.”