van Loon, Mariëtte Henrica

van Loon, Mariëtte; Bayard, Natalie S.; Steiner, Martina; Roebers, Claudia M. (2022). The accuracy and annual rank-order stability of elementary school children's self-monitoring judgments. Journal of Applied Developmental Psychology, 80, p. 101419. Elsevier 10.1016/j.appdev.2022.101419

van Loon, Mariëtte H.; Roebers, Claudia M. (2021). Using Feedback to Support Children when Monitoring and Controlling Their Learning (In Press). In: Moraitou, Despina; Metallidou, Panayiota (eds.) Trends and Prospects in Metacognition Research across the Life Span. A Tribute to Anastasia Efklides. Cham: Springer International Publishing

Roebers, Claudia M.; van Loon, Mariëtte H.; Buehler, Florian J.; Bayard, Natalie S.; Steiner, Martina; Aeschlimann, Eva A. (2021). Exploring psychometric properties of children' metacognitive monitoring. Acta psychologica, 220, p. 103399. Elsevier 10.1016/j.actpsy.2021.103399

Buehler, Florian J.; van Loon, Mariëtte H.; Bayard, Natalie S.; Steiner, Martina; Roebers, Claudia M. (2021). Comparing metacognitive monitoring between native and non‐native speaking primary school students. Metacognition and learning, 16(3), pp. 749-768. Springer 10.1007/s11409-021-09261-z

Bayard, Natalie S.; van Loon, Mariëtte H.; Steiner, Martina; Roebers, Claudia M. (2021). Developmental Improvements and Persisting Difficulties in Children’s Metacognitive Monitoring and Control Skills: Cross-Sectional and Longitudinal Perspectives. Child development, 92(3), pp. 1118-1136. Wiley 10.1111/cdev.13486

van Loon, Mariëtte H.; Bayard, Natalie S.; Steiner, Martina; Roebers, Claudia M. (2020). Connecting teachers’ classroom instructions with children’s metacognition and learning in elementary school. Metacognition and learning, 16(3), pp. 623-650. Springer 10.1007/s11409-020-09248-2

Versteeg, M.; van Loon, M. H.; Wijnen-Meijer, M.; Steendijk, P. (2020). Refuting misconceptions in medical physiology. BMC medical education, 20(1) BioMed Central 10.1186/s12909-020-02166-6

van de Pol, Janneke; van Loon, Mariëtte; van Gog, Tamara; Braumann, Sophia; de Bruin, Anique (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(4), pp. 951-977. Springer 10.1007/s10648-020-09560-y

van Loon, Mariëtte H.; Roebers, Claudia M. (2020). Using feedback to improve monitoring judgment accuracy in kindergarten children. Early childhood research quarterly, 53, pp. 301-313. Elsevier 10.1016/j.ecresq.2020.05.007

Steiner, Martina; van Loon, Mariëtte H.; Bayard, Natalie S.; Roebers, Claudia M. (2020). Development of children’s monitoring and control when learning from texts: Effects of age and test format. Metacognition and learning, 15(1), pp. 3-27. Springer 10.1007/s11409-019-09208-5

van Loon, Mariëtte; Van de Pol, Janneke (2019). Judging own and peer performance when using feedback in elementary school. Learning and individual differences, 74, p. 101754. Elsevier 10.1016/j.lindif.2019.101754

Roebers, Claudia; Mayer, Boris; Steiner, Martina; Bayard, Natalie S.; van Loon, Mariëtte H. (2019). The role of children’s metacognitive experiences for cue utilization and monitoring accuracy: A longitudinal study. Developmental Psychology, 55(10), pp. 2077-2089. American Psychological Association 10.1037/dev0000776

Van de Pol, Janneke; De Bruin, Anique B. H.; van Loon, Mariëtte H.; Van Gog, Tamara (2019). Students’ and teachers’ monitoring and regulation of students’ text comprehension: Effects of comprehension cue availability. Contemporary Educational Psychology, 56, pp. 236-249. Elsevier 10.1016/j.cedpsych.2019.02.001

van Loon, Mariëtte H. (2018). Self-Assessment and Self-Reflection to Measure and Improve Self-Regulated Learning in the Workplace. In: McGrath, Simon; Mulder, Martin; Papier, Joy; Suart, Rebecca (eds.) Handbook of Vocational Education and Training (pp. 1-20). Cham: Springer 10.1007/978-3-319-49789-1_88-1

van Loon, Mariëtte; Destan, Nesrin; Spiess, Manuela A.; de Bruin, Anique; Roebers, Claudia M. (2017). Developmental progression in performance evaluations: Effects of children's cue-utilization and self-protection. Learning and instruction, 51, pp. 47-60. Elsevier 10.1016/j.learninstruc.2016.11.011

van Loon, Mariëtte H.; Roebers, Claudia M. (2017). Effects of Feedback on Self-Evaluations and Self-Regulation in Elementary School. Applied cognitive psychology, 31(5), pp. 508-519. Wiley 10.1002/acp.3347

van Loon, Mariëtte; de Bruin, Anique; Leppink, Jimmie; Roebers, Claudia (2017). Why are children overconfident? Developmental differences in the implementation of accessibility cues when judging concept learning. Journal of experimental child psychology, 158(June), pp. 77-94. Elsevier 10.1016/j.jecp.2017.01.008

Destan, Nesrin; Spiess, Manuela A.; de Bruin, Anique; van Loon, Mariëtte; Roebers, Claudia M. (2017). 6- and 8-year-olds' performance evaluations: do they differ between self and unknown others? Metacognition and learning, 12(3), pp. 315-336. Springer 10.1007/s11409-017-9170-5

Rich, Patrick R.; van Loon, Mariëtte H.; Dunlosky, John; Zaragoza, Maria S. (2017). Belief in corrective feedback for common misconceptions: Implications for knowledge revision. Journal of experimental psychology - learning, memory, and cognition, 43(3), pp. 492-501. American Psychological Association 10.1037/xlm0000322

Leppink, Jimmie; Kok, Ellen M.; Bergman, Esther M.; van Loon, Mariëtte Henrica; de Bruin, Anique B. H. (2016). Four common pitfalls of quantitative analysis in experimental research. Academic medicine, 91(6), p. 891. AM Last Page: Lippincott, Williams & Wilkins 10.1097/ACM.0000000000000946

van Loon, Mariëtte H.; Dunlosky, John; van Gog, Tamara; van Merriënboer, Jeroen J. G.; de Bruin, Anique B. H. (2015). Refutations in science texts lead to hypercorrection of misconceptions held with high confidence. Contemporary Educational Psychology, 42, pp. 39-48. Elsevier 10.1016/j.cedpsych.2015.04.003

van Loon, Mariëtte Henrica; de Bruin, Anique B.H.; van Gog, Tamara; van Merriënboer, Jeroen J.G.; Dunlosky, John (2014). Can students evaluate their understanding of cause-and-effect relations? The effects of diagram completion on monitoring accuracy. Acta psychologica, 151, pp. 143-154. Elsevier 10.1016/j.actpsy.2014.06.007