Ertmer, & Newby. (1996). The expert learner: Strategic, self-regulated, and reflective. Instructional Science, 24(1), 1–24. https://doi.org/10.1007/bf00156001
Pintrich. (2002). The Role of Metacognitive Knowledge in Learning, Teaching, and Assessing. Theory Into Practice, 41(4), 219–225. https://doi.org/10.1207/s15430421tip4104_3
Schraw, G. (1998). Promoting General Metacognitive Awareness. Instructional Science, 26, 113–125.
Serra, M., Metcalfe, J. (2009). Effective implementation of metacognition. In D. Hacker, J. Dunlosky, & A. Graesser (Eds.), Handbook of metacognition and education (pp. 278-298). New York, NY: Routledge.
Butler, & Winne. (1995). Feedback and Self-Regulated Learning: A Theoretical Synthesis. Review of Educational Research, 65(3), 245–281. https://doi.org/10.3102/00346543065003245
Chen, Chavez, Ong, & Gunderson. (2017). Strategic Resource Use for Learning: A Self-Administered Intervention That Guides Self-Reflection on Effective Resource Use Enhances Academic Performance. Psychological Science, 095679761769645. https://doi.org/10.1177/0956797617696456
Dunlosky, & Nelson. (1992). Importance of the kind of cue for judgments of learning (JOL) and the delayed-JOL effect. Memory & Cognition, 20(4), 374–380. https://doi.org/10.3758/bf03210921
Ertmer, & Newby. (1996). The expert learner: Strategic, self-regulated, and reflective. Instructional Science, 24(1), 1–24. https://doi.org/10.1007/bf00156001
Hattie, Biggs, & Purdie. (1996). Effects of Learning Skills Interventions on Student Learning: A Meta-Analysis. Review of Educational Research, 66(2), 99–136. https://doi.org/10.3102/00346543066002099
Hofer, B., & Yu, S. (2003). Teaching Self-Regulated Learning Through a “Learning to Learn” Course. Teaching of Psychology, 30(1), 30–33. https://doi.org/10.1207/s15328023top3001_05
Hofer, B., Yu, S., & Pintrich, P. (1998). Teaching College Students to be Self-Regulated Learners. In Self-Regulated Learning - From Teaching to Self-Reflective Practice. New York: The Guilford Press (pp. 57–85).
Koriat, & Bjork. (2005). Illusions of Competence in Monitoring One’s Knowledge During Study. Journal of Experimental Psychology: Learning, Memory, and Cognition, 31(2), 187. https://doi.org/10.1037/0278-7393.31.2.187
Kornell, & Bjork. (2008). Optimising self-regulated study: The benefits—and costs—of dropping flashcards. Memory, 16(2), 125–136. https://doi.org/10.1080/09658210701763899
Lovett, M. (2016). Exam Wrappers. Retrieved from https://www.cmu.edu/teaching/designteach/teach/examwrappers/
McKeachie, Pintrich, & Lin. (1985). Teaching Learning Strategies. Educational Psychologist, 20(3), 153. https://doi.org/10.1207/s15326985ep2003_5
Moeller, A., Theiler, J., & Wu, C. (2012). Goal Setting and Student Achievement: A Longitudinal Study. The Modern Language Journal, 96(2), 153-169. Retrieved from http://www.jstor.org/stable/41684067
Pintrich. (2002). The Role of Metacognitive Knowledge in Learning, Teaching, and Assessing. Theory Into Practice, 41(4), 219–225. https://doi.org/10.1207/s15430421tip4104_3
Rawson, & Dunlosky. (2007). Improving students’ self-evaluation of learning for key concepts in textbook materials. European Journal of Cognitive Psychology, 19(4–5), 559–579. https://doi.org/10.1080/09541440701326022
Schraw, G. (1998). Promoting General Metacognitive Awareness. Instructional Science, 26, 113–125.
Schunk. (1990). Goal Setting and Self-Efficacy During Self-Regulated Learning. Educational Psychologist, 25(1), 71–86. https://doi.org/10.1207/s15326985ep2501_6
Serra, M., Metcalfe, J. (2009). Effective implementation of metacognition. In D. Hacker, J. Dunlosky, & A. Graesser (Eds.), Handbook of metacognition and education (pp. 278-298). New York, NY: Routledge.
Son, & Metcalfe. (2000). Metacognitive and control strategies in study-time allocation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 26(1), 204–221. https://doi.org/10.1037//0278-7393.26.1.204
Tanner. (2012). Promoting Student Metacognition. CBE-Life Sciences Education, 11(2), 113–120. https://doi.org/10.1187/cbe.12-03-0033
Thiede, & Anderson. (2003). Summarizing can improve metacomprehension accuracy. Contemporary Educational Psychology, 28(2), 129–160. https://doi.org/10.1016/s0361-476x(02)00011-5
Thiede, Anderson, & Therriault. (2003). Accuracy of metacognitive monitoring affects learning of texts. Journal of Educational Psychology, 95(1), 66. https://doi.org/10.1037/0022-0663.95.1.66