The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies von Dignath, Charlotte, Veenman, Marcel V. J.

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Assessing Metacognitive Deficiencies and Effectively Instructing Metacognitive Skills von Veenman, Marcel V. J.

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Metacognitive skills and intellectual ability of young adolescents: a longitudinal study from a developmental perspective von van der Stel, Manita, Veenman, Marcel V. J.

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Metacognition and learning: conceptual and methodological considerations von Veenman, Marcel V. J., Van Hout-Wolters, Bernadette H. A. M., Afflerbach, Peter

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Learning styles: Self-reports versus thinking-aloud measures von Veenman, Marcel V. J., Prins, Frans J., Verheij, Joke

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Measuring metacognitive skills for mathematics: students’ self-reports versus on-line assessment methods von Veenman, Marcel V. J., van Cleef, Dorit

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Alternative assessment of strategy use with self-report instruments: a discussion von Veenman, Marcel V. J.

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Development of metacognitive skillfulness: A longitudinal study von van der Stel, Manita, Veenman, Marcel V.J.

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Relation between intellectual ability and metacognitive skillfulness as predictors of learning performance of young students performing tasks in different domains von van der Stel, Manita, Veenman, Marcel V.J.

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Assessing metacognitive activities: the in-depth comparison of a task-specific questionnaire with think-aloud protocols von Schellings, Gonny L. M., van Hout-Wolters, Bernadette H. A. M., Veenman, Marcel V. J., Meijer, Joost

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The relation between intellectual and metacognitive skills in early adolescence von VEENMAN, MARCEL V. J., KOK, ROSALIE, BLÖTE, ANKE W.

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The impact of intellectual ability and metacognition on learning: New support for the threshold of problematicity theory von Prins, Frans J., Veenman, Marcel V.J., Elshout, Jan J.

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The assessment and instruction of self-regulation in computer-based environments: a discussion von Veenman, Marcel V. J.

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The increasing role of metacognitive skills in math: a cross-sectional study from a developmental perspective von Van der Stel, Manita, Veenman, Marcel V. J., Deelen, Kim, Haenen, Janine

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Discovery and maintenance of the many-to-one counting strategy in 4-year-olds: A microgenetic study von Blöte, Anke W., Van Otterloo, Sandra G., Stevenson, Claire E., Veenman, Marcel V. J.

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Editorial 2009 von Veenman, Marcel V. J.

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The relation between intellectual and metacognitive skills from a developmental perspective von Veenman, Marcel V.J., Wilhelm, Pascal, Beishuizen, Jos J.

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The on-line assessment of metacognitive skills in a computerized learning environment von Veenman, Marcel V.J., Bavelaar, Laura, De Wolf, Levina, Van Haaren, Marieke G.P.

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Relation Between Intellectual Ability and Working Method as Predictors of Learning von Elshout, Jan J., Veenman, Marcel V. J.

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Intellectual and metacognitive skills of novices while studying texts under conditions of text difficulty and time constraint von Veenman, Marcel V.J., Beishuizen, Jos J.

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