Metacognitive Monitoring Accuracy and Student Performance in the Postsecondary Classroom.
By John L. Nietfeld, Li Cao, Jason W. Osborne. 2005
276 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/f4305ba6148c0b676905c6ebc3daf4a9159b3c4c
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Citations in the corpus
- Transfer of metacognitive skills in self-regulated learning: an experimental training study (2020, background): “2018), metacognitive judgment training (e.g., Händel et al. 2020; Mihalca et al. 2017; Miller and Geraci 2011; Nietfeld et al. 2005; Roelle et al. 2017), or complex SRL training interventions that combine metacognitive”
- Focusing the Conceptual Lens on Metacognition, Self-regulation, and Self-regulated Learning (2008, background): “…with self-regulation and self-regulated learning, this issue occurred across all three constructs: metacognition and SR (e.g., Aleven et al. 2006; Marchand and Skinner 2007), metacognition and SRL (e.g., Nietfeld et al. 2005; Vandergrift 2005), and SR and SRL (e.g., van Grinsven and Tillema 2006).”
- Metacognitive Awareness and Academic Achievement in College Students. (2008, background): “Other researchers examine metacognitive judgments in the form of monitoring accuracy as a measure of metacognitive regulation on various tests (Everson and Tobias, 1998; Nietfeld et al., 2005; Schraw, 1994).”
- Metacognition in education: A focus on calibration. (2008, background): “Nietfeld et al. (2005) studied undergraduate students enrolled in an educational psychology course and employed calibration measures at both global (i.e., confidence ratings on overall performance after taking the test) and local (i.e., confidence ratings for each item) levels.”
- Training metacognition in the classroom: the influence of incentives and feedback on exam predictions (2011, background): “For example, in one such classroom study, student participants were asked to predict exam scores on each of three mid-term exams and one final comprehensive exam (Nietfeld et al. 2005).”