Cited by

• 2013Relationships between Metacognition, Self-efficacy and Self-regulation in Learning131 cited
• 2010Metacomprehension judgements reflect the belief that diagrams improve learning from text124 cited
• 2012Measure for measure: Calibrating ten commonly used calibration scores102 cited
• 2014Effects of training self-assessment and using assessment standards on retrospective and prospective monitoring of problem solving100 cited
• 2017The effects of strategy training and an extrinsic incentive on fourth- and fifth-grade students’ performance, confidence, and calibration accuracy97 cited
• 2017Metacognitive Knowledge and Metacognitive Regulation in Self-Regulatory Learning Style, and in Its Effects on Performance Expectation and Subsequent Performance across Diverse School Subjects81 cited
• 2014Effects of Strategy Training and Incentives on Students’ Performance, Confidence, and Calibration77 cited
• 2016The Development of Metacognitive Monitoring and Control in Second Graders: A Short-Term Longitudinal Study72 cited
• 2016Effects of disfluency on cognitive and metacognitive processes and outcomes63 cited
• 2014Metacognitive Strategy Instruction that Highlights the Role of Monitoring and Control Processes59 cited
• 2018The impact of portfolio on EFL learners’ metacognition and writing performance56 cited
• 2016Effects of problem solving after worked example study on secondary school children’s monitoring accuracy52 cited
• 2016A two-process model of metacognitive monitoring: Evidence for general accuracy and error factors49 cited
• 2020Metacognitive illusion or self-regulated learning? Assessing engineering students’ learning strategies against the backdrop of recent advances in cognitive science47 cited
• 2021Temporal Assessment of Self-Regulated Learning by Mining Students’ Think-Aloud Protocols44 cited
• 2016Peer Feedback Practice in EFL Tertiary Writing Classes31 cited