The relation between intellectual and metacognitive skills in early adolescence.

By M. Veenman, R. Kok, A. W. Blöte. 2005

203 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/3f272e35245d8dc4428d6218044bfbe900bd410e

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In Developmental and Educational Psychology

Citations in the corpus

Multi-method assessment of metacognitive skills in elementary school children: how you test is what you get (2008, background): “Veenman and his colleagues compared three models on the relationship between mathematics learning outcome, intelligence and metacognition ( Veenman et al. 2004, 2005, ).”
Exploring the potential impact of reciprocal peer tutoring on higher education students’ metacognitive knowledge and regulation (2012, background): “More extensive product evaluation consists of a recapitulation of the search for the provided answers (Meijer et al., 2006; Veenman et al., 2005).”
Evaluating metacognitive self-reports: systematic reviews of the value of self-report in metacognitive research (2020, background): “Type of instrument Because metacognition is not directly observable, measurement tends to involve either a mechanism for self-report or performance on a task (e.g. Akturk & Sahin, 2001; Georghiades 2004; Schraw and Moshman 1995; Veenman et al. 2005; Veenman et al. 2006).”
Evaluating the metacognitive awareness inventory using empirical factor-structure evidence (2018, background): “Part of this weak correlation may be because individuals who report infrequent use of metacognition place at either end of an achievement scale; that is, in addition to lower achievers who infrequently engage in metacognitive thinking, there are higher achievers who have already automatized their me”
The assessment of metacognition in children aged 4–16 years: a systematic review (2017, methodology): “Cognitive skills explored using the Moseley et al. (2005) model (frameworks for thinking) and metacognition explored as metacognitive knowledge and metacognitive skilfulness (Veenman et al., 2005).”
Alternative assessment of strategy use with self-report instruments: a discussion (2011, background): “The only way to distinguish between all three levels of strategy use is to do assessments first without prompting and only then with prompting strategy use (Veenman et al. 2000, 2005).”
Beyond intelligence: a meta-analytic review of the relationship among metacognition, intelligence, and academic performance (2018, background): “In addition, empirical research has demonstrated a positive relationship between intelligence and metacognition (e.g., Allon et al. 1994; Van der Stel and Veenman 2014; Veenman et al. 2005, 2014).”