CallenderA.Franco-WatkinsM. A.RobertsS. A. (2016). Improving metacognition in the classroom through instruction, training, and feedback. Metacognition and Learning, 11, 215–235.
2.
DuncanT. G.McKeachieW. J. (2005). The making of the motivated strategies for learning questionnaire. Educational Psychologist, 40(2), 117-128.
3.
EllisD. M. (2016). The role of nurse educators' self-perception and beliefs in the use of learner-centered teaching in the classroom. Nurse Education in Practice, 16, 66–70.
4.
FlavellJ. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist, 34, 906–911.
5.
GreeneJ. A.AzevedoR. (2010). The measurement of learners’ self-regulated cognitive and metacognitive processes while using computer-based learning environments. Journal of Education Psychology, 45, 203–209.
6.
KoriatA. (1997). Monitoring one’s own knowledge during study: A cue-utilization approach to judgements of learning. Journal of Experimental Psychology: General, 126(4), 349-370.
7.
KuiperR.PesutD. (2004). Promoting cognitive and metacognitive reflective reasoning skills in nursing practice: Self-regulated learning theory. Journal of Advanced Nursing. 45(4), 381−391.
8.
MillerT. M.GeraciL. (2014). Improving metacognitive accuracy: How failing to retrieve practice items reduces overconfidence. Consciousness and Cognition, 29, 131–140.
9.
O’MalleyJ. M.ChamotA. U. (1990). Learning strategies in Second Language Acquisition. Cambridge: Cambridge University Press.
10.
PaddenM. L. (2013). A pilot study to determine the validity and reliability of the level of reflection-on-action assessment. Journal of Nursing Education, 52(7), 410–415.
11.
ThiedeK. W.RedfordJ. S.WileyJ.GriffinT. D. (2012). Elementary school experience with comprehension testing may influence metacomprehension accuracy among seventh and eighth graders. Journal of Educational Psychology, 104, 554–564.
12.
ThomasT.WalshR. (2008). Multifaceted orientation to foster reflective thinking, metacognition and critical thinking in new graduate nurses. Critical Care Nurse, 28 (2), 13–19.
