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Psychologisches Institut Metakognitive Entwicklung von Kindern und Jugendlichen

@ luca christen, 2022

Mariëtte van Loon, Prof. Dr.

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+41 (0)44 635 75 61
BIN 4.C.05

Curriculum Vitae

Current position

SNSF (Starting Grant) Professor, University of Zurich, Department of Psychology.  Leader of the research group “Metacognitive Development during Childhood and Adolescence”


2022 Habilitation (Psychology), University of Bern (Switzerland)
2014 Ph.D. Maastricht University (The Netherlands)
2006 M.Sc. (Psychology), University of Utrecht (The Netherlands)


2023 - present SNSF (Starting Grant) Professor of Metacognitive Development. University of Zurich, Switzerland. Department of Psychology
2019-2023         Team Leader Study and Exam Management (Psychology Studies, Minor Neuroscience, and Doctoral Program Brain and Behavioral Sciences). University of Bern
2015-2023 Researcher (PostDoc/Oberassistentin). Department of Developmental Psychology, University of Bern, Switzerland
2013-2015 Assistant Professor. Maastricht University, The Netherlands. Faculty of Health, Medicine and Life Sciences, Department of Educational Research
2009-2013 Doctoral Student. Maastricht University, The Netherlands. Faculty of Health, Medicine, and Life Sciences, Department of Educational Research


Publications in Peer-Reviewed Scientific Journals:

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. DOI: 10.1037/edu0000781

Van Loon, M.H., Bayard, N. S.; Steiner, M.; Roebers, C.M. (2022). The accuracy and annual rank-order stability of elementary school children's self-monitoring judgments. Journal of Applied Developmental Psychology, 80, 101419. DOI: 10.1016/j.appdev.2022.101419

Van Loon, M.H., Bayard, N.S., Steiner, M., & Roebers, C.M. (2021). Connecting teachers’ classroom instructions with children’s metacognition and learning in elementary school. Metacognition and Learning, 16, 623-650. DOI: 10.1007/s11409-020-09248-2

Roebers, C., Van Loon, M.H., Bühler, F.J., Bayard, N., Steiner, M., & Aeschlimann, E.A. (2021). Exploring psychometric properties of children's metacognitive monitoring. Acta Psychologica. DOI: 10.1016/j.actpsy.2021.103399

Buehler, F. J., Van Loon, M. H., Bayard, N. S., Steiner, M., & Roebers, C. M. (2021). Comparing metacognitive monitoring between native and non-native speaking primary school students. Metacognition and Learning, 16, 749-768. DOI: 10.1007/s11409-021-09261-z

Bayard, N.S., Van Loon, M.H., Steiner, M., & Roebers, C.M. (2021). Developmental improvements and persisting difficulties in children’s metacognitive monitoring and control skills: Cross-sectional and longitudinal perspectives. Child Development, 92, 1118-1136. DOI: 10.1111/cdev.13486

Versteeg, M., Van Loon, M.H., Wijnen-Meijer, M., & Steendijk, P. (2020). Refuting misconceptions in medical physiology. BMC Medical Education, 20, 250. DOI: 10.1186/s12909-020-02166-6

Van Loon, M.H., & Roebers, C.M. (2020). Using feedback to improve monitoring judgment accuracy in kindergarten children. Early Childhood Research Quarterly, 53, 301-313. DOI: 10.1016/j.ecresq.2020.05.007.

Van de Pol, J., Van Loon, M.H., Van Gog, T., Braumann, S., & De Bruin, A. (2020). Mapping and drawing to improve students’ and teachers’ monitoring and regulation of students’ learning from text: Current findings and future directions. Educational Psychology Review 32, 951–977. DOI: 10.1007/s10648-020-09560-y

Steiner, M., Van Loon, M.H., Bayard, N.S., & Roebers, C.M. (2020). Development of children’s monitoring and control when learning from texts: effects of age and test format. Metacognition and Learning 15, 3–27. DOI: 10.1007/s11409-019-09208-5

Roebers, C. M., Mayer, B., Steiner, M., Bayard, N. S., & Van Loon, M.H. (2019). The role of children’s metacognitive experiences for cue utilization and monitoring accuracy: A longitudinal study. Developmental Psychology, 2077-2089. DOI: 10.1037/dev0000776

Van Loon, M.H., & Van de Pol, J. (2019). Judging own and peer performance when using feedback in elementary school. Learning and Individual Differences, DOI: 10.1016/j.lindif.2019.101754

Van de Pol, J., De Bruin, A., Van Loon, M.H., & Van Gog, T. (2019). Students’ and teachers’ monitoring and regulation of students’ text comprehension: Effects of comprehension cue availability. Contemporary Educational Psychology, 236-249. DOI: 10.1016/j.cedpsych.2019.02.001

Van Loon, M.H., & Roebers, C. (2017). Effects of feedback on self-evaluations and self-regulation in elementary school. Applied Cognitive Psychology. DOI: 10.1002/acp.3347

Destan, N., Spiess, M. A., De Bruin, A., Van Loon, M.H., & Roebers, C. M. (2017). 6-and 8-year-olds’ performance evaluations: Do they differ between self and unknown others? Metacognition and Learning, 1-22. DOI: 10.1007/s11409-017-9170-5

Van Loon, M.H., De Bruin, A., Leppink, J., & Roebers, C. (2017). Why are children overconfident? Developmental differences in the implementation of accessibility cues when judging concept learning. Journal of Experimental Child Psychology, 158, 77-94. DOI: 0.1016/j.jecp.2017.01.008

Rich, P. R., Van Loon, M.H., Dunlosky, J., & Zaragoza, M.S. (2017). Belief in corrective feedback for common misconceptions: Implications for knowledge revision. Journal of Experimental Psychology: Learning, Memory, and Cognition, 43(3), 492. DOI: 10.1037/xlm0000322

Van Loon, M.H., Destan, N., Spiess, M.A., De Bruin, A., & Roebers, C. M. (2017). Developmental progression in performance evaluations: Effects of children's cue-utilization and self-protection. Learning and Instruction. DOI: 10.1016/j.learninstruc.2016.11.011

Leppink, J., Kok, E.M., Bergman, E.M., Van Loon, M.H., & De Bruin, A.B.H. (2016). Four common pitfalls of quantitative analysis in experimental research. Academic Medicine, 91(6), 891. DOI: 10.1097/ACM.0000000000000946

Van Loon, M.H., Dunlosky, J., Van Gog, T., Van Merriënboer, J.J.G, & De Bruin, A.B.H. (2015). Refutations in science texts lead to hypercorrection of misconceptions held with high confidence. Contemporary Educational Psychology, 42, 39-48. DOI: 10.1016/j.cedpsych.2015.04.003

Van Loon, M.H., De Bruin, A.B., Van Gog, T., Van Merriënboer, J.J.G., & Dunlosky, J. (2014). Can students evaluate their understanding of cause-and-effect relations? The effects of diagram completion on monitoring accuracy. Acta Psychologica, 151, 143-154. DOI: 10.1016/j.actpsy.2014.06.007

Van Loon, M.H., Kok, E.M., Kamp, R.J.A., Bohle Carbonell, K., Beckers, J., Frambach, J., & De Bruin, A.B.H. (2013). AM Last Page: Avoiding five common pitfalls of experimental research in medical education. Academic Medicine, 88, 1588. DOI: 10.1097/ACM.0b013e3182a36cc6

Van Loon, M.H., De Bruin, A.B.H., Van Gog, T., & Van Merriënboer, J.J.G. (2013). The effect of delayed-JOLs and sentence generation on children’s monitoring accuracy and regulation of idiom study. Metacognition and Learning, 2, 173-191. DOI: 10.1007/s11409-013-9100-0

Van Loon, M.H., De Bruin, A.B.H., Van Gog, T., & Van Merriënboer, J.J.G. (2013). Activation of inaccurate prior knowledge affects primary-school students’ metacognitive judgments and calibration. Learning and Instruction, 24, 15-25. DOI: 10.1016/j.learninstruc.2012.08.005

Contributions to books (peer-reviewed):

Van Loon, M.H., & Roebers, C. M. (2021). Using feedback to support children when monitoring and controlling their learning. In D. Moraitou & P. Metallidou (Eds.) Trends and Prospects in Metacognition Research across the Life Span (pp 161-184). Springer International Publishing. DOI: 10.1007/978-3-030-51673-4_8

Van Loon, M.H. (2018). Self-assessment and self-reflection to measure and improve self-regulated learning in the workplace. In McGrath, S., Mulder, M., Papier, J., & Suart, R. (Eds.) Handbook of Vocational Education and Training: Developments in the Changing World of Work. Springer International Publishing.