STOLP, S.; ZABRUCKY, K. M. Contributions of metacognitive and self-regulated learning theories to investigations of calibration of comprehension. International Electronic Journal of Elementary Education, [S. l.], v. 2, n. 1, p. 7–31, 2017. Disponível em: https://iejee.com/index.php/IEJEE/article/view/255. Acesso em: 20 nov. 2024.