Metacognition About Practice Testing: a Review of Learners’ Beliefs, Monitoring, and Control of Test-Enhanced Learning von Rivers, Michelle L.

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The influence of making judgments of learning on memory performance: Positive, negative, or both? von Janes, Jessica L., Rivers, Michelle L., Dunlosky, John

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Are Test-Expectancy Effects Better Explained by Changes in Encoding Strategies or Differential Test Experience? von Rivers, Michelle L., Dunlosky, John

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Metacognitive awareness of the pretesting effect improves with self-regulation support von Pan, Steven C., Rivers, Michelle L.

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Test Experience, Direct Instruction, and Their Combination Promote Accurate Beliefs about the Testing Effect von Rivers, Michelle L

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Judgments of learning enhance recall for category-cued but not letter-cued items von Rivers, Michelle L., Dunlosky, John, Janes, Jessica L., Witherby, Amber E., Tauber, Sarah K.

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The Role of Effort in Understanding Educational Achievement: Objective Effort as an Explanatory Construct Versus Effort as a Student Perception von Dunlosky, John, Badali, Sabrina, Rivers, Michelle L., Rawson, Katherine A.

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Measuring Metacognitive Knowledge, Monitoring, and Control in the Pharmacy Classroom and Experiential Settings von Rivers, Michelle L., Dunlosky, John, Persky, Adam M.

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Gender differences in confidence during number-line estimation von Rivers, Michelle L., Fitzsimmons, Charles J., Fisk, Susan R., Dunlosky, John, Thompson, Clarissa A.

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How do Students and Faculty Consider Numerical Ratings and Comments About Daily Quizzing when Interpreting Student Evaluations of Teaching? von Rivers, Michelle L., Babineau, Addison L., Neely, Katherine P., Tauber, Sarah K.

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Exploring the Role of Attentional Reorienting in the Reactive Effects of Judgments of Learning on Memory Performance von Rivers, Michelle L., Janes, Jessica L., Dunlosky, John, Witherby, Amber E., Tauber, Sarah K.

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Using Psychological Science to Improve Higher Education von Bowman, Nicholas A., Bell, Ziv E., Rivers, Michelle L., Soicher, Raechel N.

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The contribution of classroom exams to formative evaluation of concept-level knowledge von Rivers, Michelle L., Dunlosky, John, Joynes, Robin

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Judgments of learning enhance recall for category cued but not lettercued items von Rivers, Michelle L, Dunlosky, John, Janes, Jessica L, Witherby, Amber E, Tauber, Sarah K

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Learning the control-of-variables strategy during an informal science lesson on popping popcorn von Morris, Bradley J., Cason, Jacob, Asaro, Katie, Zhang, Yin, Rivers, Michelle, Owens, Whitney, Dunlosky, John

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A Higher Goal During Higher Education: The Power of Purpose in Life During University von Pfund, Gabrielle N., Bono, Timothy J., Hill, Patrick L.

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Gender Differences in Confidence during Number-Line Estimation von Rivers, Michelle L, Fitzsimmons, Charles J, Fisk, Susan R, Dunlosky, John, Thompson, Clarissa A

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Examining the Utility of Growth-Mindset Interventions in Undergraduates: A Longitudinal Study of Retention and Academic Success in a First-Year Cohort von McCabe, Jennifer A., Kane-Gerard, Sam, Friedman-Wheeler, Dara G.

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Cultural Competence Shifts in Multicultural Psychology: Online Versus Face-to-Face von Alvarez, María de la Caridad, Domenech Rodríguez, Melanie M.

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Four Empirically Based Reasons Not to Administer Time-Limited Tests von Gernsbacher, Morton Ann, Soicher, Raechel N., Becker-Blease, Kathryn A.

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