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Cited by

• 1998Self-regulated learning in high-achieving students: Relations to advanced reasoning, achievement goals, and gender.266 cited
• 2012Executive functioning, metacognition, and self-perceived competence in elementary school children: an explorative study on their interrelations and their role for school achievement183 cited
• 1991Teaching thermodynamics to middle school students: What are appropriate cognitive demands?160 cited
• 2002Expansion and effectiveness of private tutoring119 cited
• 2003Development of Mental Attention in Gifted and Mainstream Children: The Role of Mental Capacity, Inhibition, and Speed of Processing118 cited
• 2010Conceptions of Efficiency: Applications in Learning and Problem Solving117 cited
• 2008History of Giftedness: Perspectives from the Past Presage Modern Scholarship85 cited
• 1987The nature of prereaders' phonological processing abilities73 cited
• 2007Developmental dynamics of metacognitive knowledge and text comprehension skill in the first primary school years71 cited
• 2001Metacognitive knowledge in primary grades: A longitudinal study68 cited
• 2016Development and longitudinal relationships between children’s executive functions, prospective memory, and metacognition63 cited
• 1989Reading-Level-Match Designs: Myths and Realities61 cited
• 1991Learning Disabilities: Historical and Conceptual Issues