Alvarez, A., & Adelman, H.S. (1986). Overstatements of self-evaluations by students with psychoeducational problems. Journal of Learning Disabilities, 19, 567-571.
Archer, J. (1994). Achievement goals as a measure of motivation in university students. Contemporary Educational Psychology, 19 (4), 430-446.
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122-147.
Bandura, A. (1986). Social foundations of thought and actions: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
Bandura, A., & Schunk, D.H. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 41, 586-598.
Bjorkman, M. (1992). Knowledge, calibration, and the resolution: A linear model. Organizational Behavior and Human Decision Processes, 51, 1-21.
Boekaerts, M. (1995). Self-regulated learning: Bridging the gap between metacognition and metamotivation theories. Educational Psychologist, 30 (4), 195-200.
Boekaerts, M. (1996). Self-regulated learning at the junction of cognition and motivation. European Psychologist, 1 (2), 100-112.
Bol, L., & Hacker, D.J. (2001). A comparison of the effects of practice tests and traditional review on performance and calibration. Journal of Experimental Education, 69 (2), 133-152.
Borkowski, J.G., & Cavanaugh, J.C. (1979). The metamemory-memory connection: Effects of strategy training and maintenance. Journal of General Psychology, 10 (2), 161-174.
Bouffard, T., Boisvert, J., Vezeau, C., & Larouche, C. (1995). The impact of goal orientation of self-regulation and performance among college students. British Journal of Educational Psychology, 65 (3), 317-329.
Bouffard-Bouchard, T. (1991). Influence of self-efficacy on performance in a cognitive task. Journal of Social Psychology, 130 (3), 353-363.
Bulter, D.L. (1993). Effects of task and ego-achievement goals on information seeking during task engagement. Journal of Personality and Social Psychology, 65 (1), 18-31.
Butler, D.L. (1996). Promoting strategic content learning by adolescents with learning disabilities. Exceptionality Education Canada, 6, 131-157.
Butler, D.L., & Winne, P.H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65, 245-281.
Chen, P.P. (2002). Exploring the accuracy and predictability of the self-efficacy beliefs of seventh-grade mathematics students. Learning and Individual Differences, 14 (1), 77-90.
Commander, N.E., & Stanwyck, D.J. (1997). Illusion of knowing in adult readers: Effects of reading skill and passage length. Contemporary Educational Psychology, 22, 39-52.
Crowne, D.P. & Marlowe, D. (1960). A new scale of social desirability independent of psychopathology. Journal of Consulting Psychology, 24, 349-354.
Dunlosky, J., & Lipko, A. R. (2007). Metacomprehension: A brief history and how to improve its accuracy. Current Directions in Psychological Sciences, 16 (4), 228- 232.
Eaton, M.J., & Dembo, M.H. (1997). Differences in the motivational beliefs of asian and non-asian students. Journal of Educational Psychology, 89 (3), 443-440.
Efklides, A. (2008). Metacognition: Defining its facets and levels of functioning in relation to self-regulation and co-regulation. European Psychologist, 13, 277-287.
Efklides, A. (2009). The role of metacognitive experiences in the learning process. Psicothema, 21, 76-82.
Ferrell, W.R. (1995). A model for realism of confidence judgments: Implications for underconfidence in sensory discrimination. Perception and Psychophysics, 57, 246- 254.
Finney, S.J., & Schraw, G. (2003). Self-efficacy beliefs in college statistics courses. Contemporary Educational Psychology, 28, 161-186.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitivedevelopmental inquiry. American Psychologist, 34 (10), 906-911.
Garavalia, L.S., & Gredler, M.E. (2002). An exploratory study of academic goal setting, achievement calibration and self-regulated learning. Journal of Instructional Psychology, 29, 221-230.
Glenburg, A.M., & Epstein, W. (1985). Calibration of comprehension. Journal of Experimental Psychology: Learning, Memory, and Cognition, 11 (4), 702-718.
Glenburg, A.M., & Epstein, W. (1987). Inexpert calibration of comprehension. Memory & Cognition, 15 (1), 84-93.
Glenburg, A.M., Sanocki, T., Epstein, W., & Morris, C. (1987). Enhancing calibration of comprehension. Journal of Experimental Psychology: General, 116 (2), 119-136.
Glenburg, A.M., Wilkinson, A., & Epstein, W. (1982). The illusion of knowing: Failure in the self-assessment of comprehension. Memory & Cognition, 10, 597-602.
Glover, J.A. (1989). Improving readers’ estimates of learning from text: The role of inserted questions. Reading Research Quarterly, 28, 68-75.
Graham, S., Schwartz, S., & MacArthur, C. (1993). Improving the compositions of students with learning disabilities using a strategy involving product and process goal setting. Exceptional Children, 58, 322-334.
Hacker, J.D., Bol, L., Horgan, D.D., & Rakow, E.A. (2000). Test prediction and performance in a classroom context. Journal of Educational Psychology, 92 (1), 160- 170.
Jost, J.T., Kruglanski, A.W., & Nelson, T.O. (1998). Social metacognition: An expansionist review. Personality and Social Psychology Review, 2 (2), 137-154.
Karabenick, S.A. (1996). Social influences on metacognition: Effects of colearner questioning on comprehension monitoring. Journal of Educational Psychology, 88(4), 689-703.
Klassen, R. (2002). A question of calibration: A review of the self-efficacy beliefs of students with learning disabilities. Learning Disability Quarterly, 25, 88-102.
Klassen, R. (2004). A cross-cultural investigation of the efficacy beliefs of south asian immigrant and anglo canadian nonimmigrant early adolescents. Journal of Educational Psychology, 96, (4), 731-742.
Kroll, M.D., & Ford, M.L. (1992). The illusion of knowing, error detection, and motivational orientations. Contemporary Educational Psychology, 17, 371-378.
Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology, 77, 1121-1134.
Kruger, J., & Dunning, D. (2002). Unskilled and unaware- but why? A reply to Krueger and Mueller (2002). Journal of Personality and Social Psychology, 82, 189-192.
Lin-Agler, L.M., Moore, D, & Zabrucky, K.M. (2004). Effects of personality on metacognitive self-assessments. College Student Journal, 38(3), 453-461.
Lin, L., Zabrucky, K. M., & Moore, D. (2002). Effects of text difficulty and adults' age on relative calibration of comprehension. American Journal of Psychology, 115, (2),187- 198.
Lin, L., Moore, D., & Zabrucky, K. M. (2001). An assessment of student’s calibration of comprehension and calibration of performance using multiple measures. Reading Psychology, 22, 111-128.
Lin, L., & Zabrucky, K. (1998). Calibration of comprehension: Research and implications for education and instruction. Contemporary Educational Psychology, 23, 345-391.
Lunderberg, M.A., Fox, P.W., Brown, A.C., & Elbedour, S. (2000). Cultural influences on confidence: Country and gender. Journal of Educational Psychology, 92 (1), 152-159.
Magliano, J.P., Little, L.D., & Graesser, A.C. (1993). The impact of comprehension instruction on the calibration of comprehension. Reading Research and Instruction, 32, 49-63.
Maki, R.H., & Berry, S.L. (1984). Metacomprehension of text material. Journal of Experimental Psychology: Learning, Memory, and Cognition, 10, 663-679.
Maki, R.H., Foley, J.M., & Kajer, W.K., Thompson, R.C., & Wilert, M.G. (1990). Increased processing enhances calibration of comprehension. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16 (4), 609-611.
Maki, R. H., Jonas, D., & Kallod, M. (1994). The relationship between comprehension and metacomprehension ability. Psychonomic Bulletin and Review, 1, 126-138.
Maki, R.H., & Serra, M. (1992a). The basis of test predictions for text material. Journal of Experimental Psychology: Learning, Memory, and Cognition, 18(1), 116-126.
Maki, R.H., & Serra, M. (1992b). Role of practice tests in the accuracy of test predictions on text material. Journal of Educational Psychology, 84(2), 200-210.
Maki, R.H., & Swett, S. (1987). Metamemory for narrative text. Memory & Cognition, 15 (1), 72-83.
Miesner, M. T., & Maki, R. H. (2007). The role of test anxiety in absolute and relative metacomprehension accuracy. European Journal of Cognitive Psychology, 19 (4/5), 650-670.
Moore, D., Zabrucky, K., & Commander, N. E. (1997). Metacomprehension and comprehension performance in younger and older adults. Educational Gerontology, 23, 467-475.
Pajares, F. (1996). Self-efficacy beliefs in academic setting. Review of Educational Research, 66, 543-578.
Pajares, F. (2003). Self-efficacy, motivation, and achievement in writing: A review of the literature. Reading and Writing Quarterly, 19, 139-158.
Pajares, F., & Kranzler, J. (1995). Self-efficacy and general mental ability in mathematical problem-solving. Contemporary Educational Psychology, 20, 426-443.
Pajares, F., & Miller, M.D. (1995). Mathematics self-efficacy and mathematics outcomes: The need for specificity of assessment. Journal of Counseling Psychology, 42, 190-198.
Pfeifer, P.E. (1994). Are we overconfident in the belief that probability forecasts are overconfident? Organization, Behavior, and Human Decision Processes, 58, 203-213.
Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory Into Practice, 41 (4), 219-225.
Pintrich, P.R. & de Groot, E.V. (1990). Motivational and self-regulated influences on writing course attainment. American Educational Research, 31 (4), 845-862.
Puustinen, M., & Pulkkinen, L. (2001). Models of self-regulated learning: A review. Scandinavian Journal of Educational Research, 45 (3), 269-286.
Rawson, K. A., Dunlosky, J., & Thiede, K. W. (2000).The rereading effect: Metacomprehension accuracy improves across reading trials. Memory and Cognition, 28 (6), 1004-1010.
Rickey, D., & Stacy, A. M. (2000). The role of metacognition in learning chemistry. Journal of Chemical Education, 77 (7), 915-920.
Robins, R.W., & Beer, J.S. (2001). Positive illusions about the self: Short-term benefits and long-term costs. Journal of Personality and Social Psychology, 80 (2), 340-352.
Schraw, G. (1997). The effect of generalized metacognitive knowledge on test performance and confidence judgments. Journal of Experimental Education, 65 (2), 135-146.
Schraw, G., & Graham,T. (1997). Helping gifted students develop metacognitive awareness. Roeper Review, 20 (1), 4-9.
Schunk, D.H. (1990). Goal setting and self-efficacy during self-regulated learning. Educational Psychologist, 25 (1), 71-86.
Schunk, D.H., & Zimmerman, B.J. (1997). Social origins of self-regulatory competence. Educational Psychologist, 32 (4), 195-208.
Snyder, M. (1987). Public appearances/private realities: The psychology of self-monitoring. New York: Freeman.
Stetsenko, A., Little, T.D., Gordeeva, T., Grasshof, M., & Oettingen, G. (2000). Gender effects in children’s beliefs about school performance: A cross-cultural study. Child Development, 71 (2), 517 527.
Steinberg, L., Dornbusch, S.M., & Brown, B.B. (1992). Ethnic differences in adolescents achievement: An ecological perspective. American Psychologist, 47, 723-729.
Stevenson, H.W., Chen, C., Uttal, D.H. (1990). Beliefs and achievement: A study of black, white and hispanic children. Child Development, 61 (2), 508-523.
Stigler, J.W., Smith, S., & Mao, L.W. (1985). The self-perceptions of competence by chinese children. Child Development, 56, 1259-1270.
Stone, N.J. (2000). Exploring the relationship between calibration and self-regulated learning. Educational Psychology Review, 12 (4), 437-473.
Thiede, K. W. & Anderson, M. C. M. (2003). Summarizing can improve metacomprehension accuracy. Contemporary Educational Psychology, 28, 129-160.
Thiede, K. W., Anderson, M. C. M., & Therriault, D. (2003). Accuracy of metacognitive monitoring affects learning of texts. Journal of Educational Psychology, 95 (1), 66-73.
Tobias, S., & Everson, H. T. (2002-2003). Knowing what you know and what you don't: Further research on metacognitive knowledge monitoring. College Board Research Report No. 2002-03. College Entrance Examination Board, New York.
Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: conceptual and methodological considerations. Metacognition Learning, 1, 3-14.
Weaver, C.A., & Bryant, D.S. (1995). Monitoring of comprehension: The role of text difficulty in metamemory for narrative and expository text. Memory & Cognition, 23(1), 12-22.
Weaver, C.A. (1990). Constraining factors on calibration of comprehension. Journal of Experimental Psychology: Learning, Memory and Cognition, 16, 214-222.
Wiley, J., Griffin, T. D., Thiede, K. W. (2005). Putting the comprehension in metacomprehension. The Journal of General Psychology, 132 (4), 408-428.
Wolters, C.A. (2003). Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning. Educational Psychologist, 38 (4), 189-205.
Zabrucky, K., & Moore, D. (1994). Contributions of working memory and evaluation and regulation of understanding to adults' recall of texts. Journal of Gerontology: Psychological Sciences, 49, P201 P212.
Zabrucky, K.M., Agler, L.L., & Moore, D. (2009). Metacognition in Taiwan: Students' Calibration of Comprehension. International Journal of Psychology, 44 (4), 305-312.
Zimmerman, B.J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25 (1), 3-17.
Zimmerman, B.J. (1995). Self-regulation involves more than metacognition: A social cognitive perspective. Educational Psychologist, 30 (4), 217-221.
Zimmerman, B.J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82-91.
Zimmerman, B.J., Bandura, A. (1994). Impact of self-regulatory influences on writing course attainment. American Educational Research Journal, 31 (4), 845-862.
Zimmerman, B.J., Bandura, A, & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29, 663-676.