Learning to Self-Monitor and Self-Regulate

By M. Veenman. 2010

269 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/899cb69d5907215890055f3fd8177fb1d8d658e9

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

Citations in the corpus

Self-regulated learning partially mediates the effect of self-regulated learning interventions on achievement in higher education: A meta-analysis (2019, background): “SRL and the use of cognitive strategies thus form a cyclical process during learning (Nelson & Narens, 1990; Veenman, 2016).”
The Role of Metamotivational Monitoring in Motivation Regulation (2018, background): “C in Figure 1), such that some executive process at the meta level (e.g., a “program of self-instructions”; Veenman, 2011) leads one to periodically check the object level to see whether one’s motivation is sufficient for completing the task.”
Reconsidering Personal Epistemology as Metacognition: A Multifaceted Approach to the Analysis of Epistemic Thinking (2014, background): “Metacognitive skills apparently develop within specific tasks and domains and are gradually generalized across multiple domains (Schraw et al., 1995; Veenman, 2011).”
The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies (2020, methodology): “As metacognition directs cognitive activities, metacognitive activities cannot take placewithout carrying out cognitive activities (Veenman 2017).”
Teaching learning strategies. The role of instructional context and teacher beliefs (2015, background): “For example, has the class already dealt with a certain strategy extensively and the teacher does not consider it necessary to mention it again? Although researchers claim the need for prolonged training of learning strategies (Veenman, 2011), that is, not only introducing them once but practicing t”
Metacognitive Skills and Problem-Solving (2021, background): “The development of metacognition begins in early childhood and becomes a more complicated form (Veenman, 2011).”
Scaffolding game-based learning: Impact on learning achievements, perceived learning, and game experiences (2014, background): “Additionally, more accurate self-evaluation of knowledge acquisition following the game might lead to better control of cognitive processes and more effective choice of learning strategies (Efklides, 2008; Serra & Metcalfe, 2009; Veenman, 2011).”
Alternative assessment of strategy use with self-report instruments: a discussion (2011, methodology): “It rules out error variance due to subjective learner perceptions (Veenman 2011).”
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).”
Beyond intelligence: a meta-analytic review of the relationship among metacognition, intelligence, and academic performance (2018, unknown): “The distinction between on-line and off-line methods (Veenman 2011) was based on the assumption that on-line methods measured ongoing metacognitive activities using externally defined criteria, and off-line methods relied on participants’ self-reported data.”
Evaluating the metacognitive awareness inventory using empirical factor-structure evidence (2018, background): “There have been concerns, however, that these positive correlations between general metacognitive skills and academic achievement have not been as strong as would be expected (Cromley and Azevedo 2006; Jacobse and Harskamp 2012; Schunk 2008; Sperling et al. 2004; Veenman 2011).”
A review of research on metacognition in science education: current and future directions (2013, methodology): “other things, numerous teaching strategies that teachers need to use in order to teach metacognition successfully, such as providing explicit instruction of metacognitive thinking; modelling the use of a thinking strategy in a variety of specific contexts; encouraging students to reflect upon, talk ”