Measuring deep, reflective comprehension and learning strategies: challenges and successes

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Revising the Metacognitive Awareness of Reading Strategies Inventory (MARSI) and testing for factorial invariance (2018, background): “(MacNamara, 2011, p. 159) MacNamara’s appraisal of the status of the field reminds us that, as a research community, we have a great deal more to do to develop adequate measures for assessing the cognitive and metacognitive processes involved in reading and text understanding.”
A self-regulated flipped classroom approach to improving students' learning performance in a mathematics course (2016, background): “These findings provide evidence that self-regulated learning strategies can benefit students in terms of the deliberate construction of knowledge and the use of effective learning strategies (McNamara, 2011).”
Measuring the complexity of upper primary school children’s self-regulated learning: A multi-component approach (2013, background): “This reconstruction process might suffer from memory failure and distortions (Boekaerts & Corno, 2005; McNamara, 2011; Nisbett & Wilson, 1977; Schellings, 2011; Wirth & Leutner, 2008).”