Development of metacognitive skillfulness: A longitudinal study

By M. Stel, M. Veenman. 2010

158 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/76e9b49deabacbdaf5d978e7daa270377e1951a9

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

1. M. Stel
2. Claudia M. Roebers
3. Hilde Van Keer
4. Steven I. Higgins
5. Kate Wall
6. Louise Gascoine
7. M. Veenman
8. Martin Valcke

In Education

1. M. Stel
2. Hilde Van Keer
3. Steven I. Higgins
4. Claudia M. Roebers
5. M. Veenman
6. Kate Wall
7. Louise Gascoine
8. Martin Valcke

Citations in the corpus

• The assessment of metacognition in children aged 4–16 years: a systematic review (2017, methodology): “…Villalón, & Luna (2008); Peters (2008); Peters & Kitsantas (2010); Throndsen (2011); Tillema, van den Bergh, Rijlaarsdam, & Sanders (2011); van der Stel & Veenman (2008, 2010); van Kraayenoord & Schneider (1999); Veenman, Kerseboom, & Imthorn (2000); Veenman, Kok, & Blöte (2005); Veenman & Spaans…”
• Metacognitive Skills and Problem-Solving (2021, background): “The frequency of using metacognitive skills and their effectiveness increase in time (Van der Stel & Veenman, 2010).”
• A Randomized Controlled Trial of the Impact of Schema-Based Instruction on Mathematical Outcomes for Third-Grade Students with Mathematics Difficulties (2013, background): “…successful problem solving (e.g., Desoete, 2009; Fuchs et al., 2003; Hegarty, Mayer, & Monk, 1995; Schoenfeld, 1992) and is considered a strong predictor of learning performance even when the influence of intelligence is controlled (e.g., van der Stel & Veenman, 2008, 2010; Veenman & Spaans, 2005).”
• Evaluating metacognitive self-reports: systematic reviews of the value of self-report in metacognitive research (2020, background): “…and training metacognitive skills has been repeatedly shown to increase academic achievement (e.g. Brown 1978; Bryce et al. 2015; Flavell 1979; Perry et al. 2018; van der Stel and Veenman 2010; van der Stel and Veenman 2014; Veenman and Elshout 1994; Veenman and Spaans 2005; Wang et al. 1993).”
• Executive function and metacognition: Towards a unifying framework of cognitive self-regulation (2017, background): “…colleagues have documented parallel developmental improvements and substantial overlaps between MC and intelligence, with the correlations between them ranging from r = .16 to .39 (Panaoura & Philippou, 2007; van der Stel & Veenman, 2008, 2010, 2014; van der Stel, Veenman, Deelen, & Haenen, 2010).”
• Exploring the potential impact of reciprocal peer tutoring on higher education students’ metacognitive knowledge and regulation (2012, background): “Empirical evidence shows that metacognitive skilfulness corresponds with meaningful, deep-level learning and often results in higher achievement (e.g. Prins, Veenman, & Elshout, 2006; Van der Stel & Veenman, 2010).”
• Metacognitive skills and intellectual ability of young adolescents: a longitudinal study from a developmental perspective (2014, methodology): “A growth in both frequency and quality of metacognitive skills was found in two studies with participants aged between 13 and 15 yrs. and 12 and 14 yrs. respectively (Van der Stel, Veenman, Deelen, & Haenen, 2010; Van der Stel & Veenman, 2010).”