Publikationen
Most recent publications:
Van Loon, M.H., & Roebers, C.M. (2024). Development of metacognitive monitoring and control skills in elementary school: a latent profile approach. Metacognition and Learning. https://doi.org/10.1007/s11409-024-09400-2
Van Loon, M.H., Orth, U., & Roebers, C.M. (2024). The structure of metacognition in middle childhood: Evidence for a unitary metacognition-for-memory factor. Journal of Experimental Child Psychology. https://doi.org/10.1016/j.jecp.2023.105857
Oudman, S., van de Pol, J., Van Loon, M.H., & Van Gog, T. (2023). Primary school teachers’ judgments of their students’ monitoring and regulation skills. Contemporary Educational Psychology, 75, 102226. https://doi.org/10.1016/j.cedpsych.2023.102226
Van Loon, M. H., & Oeri, N. S. (2023). Examining on-task regulation in school children: Interrelations between monitoring, regulation, and task performance. Journal of Educational Psychology, https://doi.org/10.1037/edu0000781