Test anxiety and metacognitive skillfulness: Availability versus production deficiencies

By M. Veenman, L. Kerseboom, Cornelie Imthorn. 2000

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Alternative assessment of strategy use with self-report instruments: a discussion (2011, background): “…by Cromley and Azevedo, one needs to distinguish between (1) inadequate strategy use due to an availability deficiency, (2) prompted use of available strategies that may otherwise suffer from a production deficiency, and (3) spontaneously produced strategies (Veenman 2011; Veenman et al. 2000).”
State of the art – teacher effectiveness and professional learning (2014, unknown): “Veenman, Kerseboom, and Imthorn (2000) make a distinction between students suffering from either an availability deficiency or a production deficiency of metacognition.”
Metacognition and learning: conceptual and methodological considerations (2006, background): “Others are interested in the relationship between metacognition and affective variables, such as test anxiety (Tobias & Everson, 1997; Veenman et al, 2000 ).”
How can self-regulated learning support the problem solving of third-grade students with mathematics anxiety? (2010, background): “However, not much attention has been devoted to the relationship between anxiety and metacognitive processes (Naveh-Benjamin et al., 1987; Naveh-Benjamin, 1991; Veenman et al., 2000; Zeidner, 1998).”