Intellectual and metacognitive skills of novices while studying texts under conditions of text difficulty and time constraint

By M. Veenman, Jos Beishuizen. 2004

127 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/5e8b100d105362c6e52a915f11d991f3f0e43781

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Metacognition, achievement goals, study strategies and academic achievement: pathways to achievement (2008, background): “Several studies with first-year psychology students performing learning tasks showed that intellectual ability and metacognitive activities were related (Veenman and Beishuizen 2004).”
Relation between intellectual ability and metacognitive skillfulness as predictors of learning performance of young students performing tasks in different domains (2008, methodology): “On the one hand, researchers have found evidence for general, domain-independent metacognitive skills (Schraw, Dunkle, Bendixen, & Roedel, 1995; Schraw & Nietfeld, 1998; Veenman & Beishuizen 2004; Veenman & Verheij 2003; Veenman et al., 1997, 2004).”
Students’ Adaptation of Study Strategies When Preparing for Classroom Tests (2007, background): “Metacognitive skills refer to students’ ability to effectively engage into metacognitive processes (e.g., task analysis, planning, monitoring) (see Veenman & Beishuizen, 2004 ).”
Exploring the potential impact of reciprocal peer tutoring on higher education students’ metacognitive knowledge and regulation (2012, methodology): “Last, we adopted mild time constraints, by offering each student maximum 30 minutes for task completion (Veenman & Beishuizen, 2004).”
Metacognition and learning: conceptual and methodological considerations (2006, background): “Much research on metacognition only pertains to one specific task or domain, such as reading and text studying (Afflerbach, 1990; Leutner & Leopold, 2000; Nist, Simpson & Olejnik, 1991; Otero, Campanario & Hopkins, 1992; Van Kraayenoord & Schneider, 1999; Veenman & Beishuizen, 2004; Zhang, 2001), ”
Metacognitive skills and intellectual ability of young adolescents: a longitudinal study from a developmental perspective (2014, methodology): “Veenman (1993; Veenman & Beishuizen, 2004; Veenman & Verheij, 2003; Veenman et al., 1997) described three, mutually exclusive models concerning the relation between intellectual ability and metacognitive skills as predictors of learning performance.”
The increasing role of metacognitive skills in math: a cross-sectional study from a developmental perspective (2010, methodology): “Therefore, a fourth test (Names & Professions, requiring the memorization of word pairs; see Veenman & Beishuizen, 2004) was administered.”
Beyond intelligence: a meta-analytic review of the relationship among metacognition, intelligence, and academic performance (2018, methodology): “In such research, the summed scores of multiple tests reflecting crystalized and fluid intelligence components were used as an index of general intelligence (see Veenman and Beishuizen 2004).”
The role of metacognitive knowledge and regulation in mediating university EFL learners’ writing performance (2020, methodology): “Traditional methods for assessing metacognition include self-report questionnaires (Schraw and Dennison 1994) and think-aloud protocols (Veenman and Beishuizen 2004).”