Developmental trends in children’s feeling-of-knowing judgements

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Executive function and metacognition: Towards a unifying framework of cognitive self-regulation (2017, background): “…the following actions still pose difficulties to older elementary school children: allocating study time in line with their judgments of learning (Lockl & Schneider, 2002), monitoring text comprehension and selecting text passages for re-reading (de Bruin, Thiede, Camp, & Redford, 2011), making…”
Assessing metacognitive knowledge: Development and evaluation of a test instrument (2013, unknown): “For metacognitive control and regulation no major developmental trend has been identi ﬁ ed so far (cf. Lockl & Schneider, 2002; Schneider, 2008).”
Metacognition and control of study choice in children (2013, background): “…with children dating back decades (Dufresne and Kobasigawa 1989; Masur et al. 1973), there are only a handful of recent experimental studies (Lockl and Schneider 2002; Son 2005, and see, Arnold 2009; de Bruin et al. 2011) investigating children’s metacognitive capabilities and their…”
Metacognition and mathematics education (2010, background): “In their comprehensive research on elementary school children’s metacognitive skills (in the sense of procedural metacognitive knowledge), Lucangeli and Cornoldi (1997) demonstrated that children’s monitoring and evaluation attempts were closely related to mathematical performance.”