<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1688-4221</journal-id>
<journal-title><![CDATA[Ciencias Psicológicas]]></journal-title>
<abbrev-journal-title><![CDATA[Cienc. Psicol.]]></abbrev-journal-title>
<issn>1688-4221</issn>
<publisher>
<publisher-name><![CDATA[Universidad Católica del Uruguay.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-42212025000101213</article-id>
<article-id pub-id-type="doi">10.22235/cp.v19i1.4122</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Relación entre factores de personalidad y el conocimiento y la regulación metacognitiva en una muestra de estudiantes universitarios de diferentes países de habla hispana]]></article-title>
<article-title xml:lang="pt"><![CDATA[Relação entre fatores de personalidade e o conhecimento e a regulação metacognitiva em uma amostra de estudantes universitários de diferentes países de língua espanhola]]></article-title>
<article-title xml:lang="en"><![CDATA[Relation between Personality and Metacognitive Regulation in a Sample of University Students from Different Countries in Latin America]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gutierrez de Blume]]></surname>
<given-names><![CDATA[Antonio P.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Montoya Londoño]]></surname>
<given-names><![CDATA[Diana Marcela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Daset]]></surname>
<given-names><![CDATA[Lilia&#769;n]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cuadro]]></surname>
<given-names><![CDATA[Ariel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Molina Delgado]]></surname>
<given-names><![CDATA[Mauricio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mora&#769;n Nu&#769;n&#771;ez]]></surname>
<given-names><![CDATA[Olivia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Urquijo]]></surname>
<given-names><![CDATA[Sebastia&#769;n]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Giuliani]]></surname>
<given-names><![CDATA[María Florencia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Georgia Southern University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>USA</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Caldas; Universidad de Manizales  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Católica de Uruguay  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Uruguay</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Católica de Uruguay  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Uruguay</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad de Costa Rica  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Universidad de Panamá  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Panamá</country>
</aff>
<aff id="Af7">
<institution><![CDATA[,Universidad Nacional de Mar del Plata  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af8">
<institution><![CDATA[,Universidad Nacional de Mar del Plata  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>19</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-42212025000101213&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-42212025000101213&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-42212025000101213&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Esta investigación examina la relación entre los factores de personalidad y la metacognición en una muestra de estudiantes de pregrado de Argentina, Colombia, Costa Rica, Panamá y Uruguay. A partir de la naturaleza interdisciplinaria de la ciencia cognitiva, el estudio enfatiza la importancia de las habilidades metacognitivas, consideradas como funciones ejecutivas fundamentales en el desempeño académico. La muestra se conformó por 692 estudiantes, de 20 a 30 años, de diversos programas de pregrado. Los participantes completaron el Inventario de conciencia metacognitiva (MAI) y el Listado de adjetivos para evaluar la personalidad (AEP). En el análisis se utilizó regresión múltiple para examinar la relación entre los cinco grandes factores de personalidad y ocho variables metacognitivas en los cinco países. Los resultados indicaron asociaciones significativas entre los factores de personalidad y los componentes metacognitivos, con la escrupulosidad y la apertura prediciendo consistentemente la regulación y el conocimiento metacognitivo. Estos hallazgos se alinean con estudios previos que sugieren que los factores de personalidad influyen en las habilidades metacognitivas. El estudio contribuye a la comprensión de cómo las diferencias individuales en la personalidad pueden afectar los procesos de aprendizaje, destacando el potencial de intervenciones dirigidas para mejorar las habilidades metacognitivas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Esta pesquisa examina a relação entre os fatores de personalidade e a metacognição em uma amostra de estudantes de graduação da Argentina, Colômbia, Costa Rica, Panamá e Uruguai. Com base na natureza interdisciplinar da ciência cognitiva, o estudo enfatiza a importância das habilidades metacognitivas, consideradas como funções executivas fundamentais no desempenho acadêmico. A amostra foi composta por 692 estudantes, com idades entre 20 e 30 anos, de diversos programas de graduação. Os participantes completaram o Inventário de Consciência Metacognitiva (MAI) e a Lista de Adjetivos para avaliar a Personalidade (AEP). Na análise, utilizou-se regressão múltipla para examinar a relação entre os cinco grandes fatores de personalidade e oito variáveis metacognitivas nos cinco países. Os resultados indicaram associações significativas entre fatores de personalidade e componentes metacognitivos, com a conscienciosidade e a abertura prevendo consistentemente a regulação e o conhecimento metacognitivo. Esses achados se alinham com estudos anteriores que sugerem que os fatores de personalidade influenciam as habilidades metacognitivas. O estudo contribui para a compreensão de como as diferenças individuais de personalidade podem afetar os processos de aprendizagem, destacando o potencial de intervenções direcionadas para melhorar as habilidades metacognitivas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This research investigates the relationship between personality factors and metacognition in a sample of undergraduate students from Argentina, Colombia, Costa Rica, Panama, and Uruguay. Recognizing the interdisciplinary nature of cognitive science, the study emphasizes the importance of metacognitive abilities-considered executive functions-on academic performance. The sample consisted of 692 students, aged 20 to 30, from various undergraduate programs. Participants completed the Metacognitive Awareness Inventory (MAI) and the Adjective Checklist for Evaluating Personality (AEP). The analysis used multiple regression to examine the relationship between the five major personality factors and eight metacognitive variables across the five countries. Results indicated significant associations between personality traits and metacognitive components, with conscientiousness and openness to new experiences consistently predicting metacognitive regulation and knowledge. These findings align with previous studies suggesting that personality traits influence metacognitive abilities. The study contributes to the understanding of how individual differences in personality can affect learning processes, highlighting the potential for targeted interventions to enhance metacognitive skills.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[metacognición]]></kwd>
<kwd lng="es"><![CDATA[personalidad]]></kwd>
<kwd lng="es"><![CDATA[estudiantes universitarios]]></kwd>
<kwd lng="es"><![CDATA[estudios transculturales]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[metacognição]]></kwd>
<kwd lng="pt"><![CDATA[personalidade]]></kwd>
<kwd lng="pt"><![CDATA[estudantes universitários]]></kwd>
<kwd lng="pt"><![CDATA[estudos transculturais]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[metacognition]]></kwd>
<kwd lng="en"><![CDATA[personality]]></kwd>
<kwd lng="en"><![CDATA[university students]]></kwd>
<kwd lng="en"><![CDATA[cross cultural studies]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Abello]]></surname>
<given-names><![CDATA[D. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Alonso-Tapia]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Panadero]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El aula universitaria. La influencia del clima motivacional y el estilo de enseñanza sobre la autorregulación y el desempeño de los estudiantes]]></article-title>
<source><![CDATA[Revista Complutense de Educación]]></source>
<year>2022</year>
<volume>33</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>399</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Agler]]></surname>
<given-names><![CDATA[L. M. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Noguchi]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Alfsen]]></surname>
<given-names><![CDATA[L. K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Personality traits as predictors of reading comprehension and metacomprehension accuracy]]></article-title>
<source><![CDATA[Current Psychology]]></source>
<year>2021</year>
<volume>40</volume>
<numero>10</numero>
<issue>10</issue>
<page-range>5054-63</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Alonso-Tapia]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Ruiz-Díaz]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Student, teacher, and school factors predicting differences in classroom climate: A multilevel analysis]]></article-title>
<source><![CDATA[Learning and Individual Differences]]></source>
<year>2022</year>
<volume>94</volume>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ardila]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Ostrosky-Solís]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Desarrollo histórico de las funciones ejecutivas]]></article-title>
<source><![CDATA[Revista de Neuropsicología, Neuropsiquiatría y Neurociencias]]></source>
<year>2008</year>
<volume>8</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-21</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Azevedo]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Reflections on the field of metacognition: issues, challenges, and opportunities]]></article-title>
<source><![CDATA[Metacognition and Learning]]></source>
<year>2020</year>
<volume>15</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>91-8</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Barrick]]></surname>
<given-names><![CDATA[M. R.]]></given-names>
</name>
<name>
<surname><![CDATA[Mount]]></surname>
<given-names><![CDATA[M. K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Big Five personality dimensions and job performance: A meta-analysis]]></article-title>
<source><![CDATA[Personnel Psychology]]></source>
<year>1991</year>
<volume>44</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-26</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bibi]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Ehsan]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Mushtaq]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Meta-cognitive learning strategy, personality traits and grit among second language learners]]></article-title>
<source><![CDATA[Human Nature Journal of Social Sciences]]></source>
<year>2022</year>
<volume>3</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>353-64</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bidjerano]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[YunDai]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The relationship between the big-five model of personality and self-regulated learning strategies]]></article-title>
<source><![CDATA[Learning and Individual Differences]]></source>
<year>2007</year>
<numero>17</numero>
<issue>17</issue>
<page-range>69-81</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Blair]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Calkins]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Kopp]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Self-regulation as the interface of emotional and cognitive development: Implications for education and academic achievement]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Hoyle]]></surname>
<given-names><![CDATA[R. H.]]></given-names>
</name>
</person-group>
<source><![CDATA[Handbook of personality and self-regulation]]></source>
<year>2010</year>
<page-range>64-90</page-range><publisher-name><![CDATA[Blackwell Publishing Ltd]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bol]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Hacker]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A comparison of the effects of practice tests and traditional review on performance and calibration]]></article-title>
<source><![CDATA[Journal of Experimental Education]]></source>
<year>2001</year>
<volume>69</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>133-51</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bol]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Hacker]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[O&#8217;Shea]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Allen]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The influence of overt practice, achievement level, and explanatory style on calibration accuracy and performance]]></article-title>
<source><![CDATA[The Journal of Experimental Education]]></source>
<year>2005</year>
<volume>73</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>269-90</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Britwum]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Amoah]]></surname>
<given-names><![CDATA[S. O.]]></given-names>
</name>
<name>
<surname><![CDATA[Acheampong]]></surname>
<given-names><![CDATA[H. Y.]]></given-names>
</name>
<name>
<surname><![CDATA[Sefah]]></surname>
<given-names><![CDATA[E. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Djan]]></surname>
<given-names><![CDATA[E. T.]]></given-names>
</name>
<name>
<surname><![CDATA[Jill]]></surname>
<given-names><![CDATA[B. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Aidoo]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Do extraversion, agreeableness, openness to experience, conscientiousness and neuroticism relate to students academic achievement: the approach of structural equation model and process macro]]></article-title>
<source><![CDATA[International Journal of Scientific Management Research]]></source>
<year>2022</year>
<volume>05</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>64-79</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Brown]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Metacognition, executive control, self-regulation, and other more mysterious mechanisms]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Weinert]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<source><![CDATA[Metacognition, motivación and understanding]]></source>
<year>1987</year>
<page-range>65-116</page-range><publisher-name><![CDATA[Lawrence Erlbaum]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bryce]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Whitebread]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Sz&#369;cs]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[he relationships among executive functions, metacognitive skills and educational achievement in 5 and 7 year-old children]]></article-title>
<source><![CDATA[Metacognition and Learning]]></source>
<year>2015</year>
<volume>10</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>181-98</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Buratti]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Meta-metacognition: The regulation of confidence realism in episodic and semantic memory]]></source>
<year>2013</year>
<publisher-name><![CDATA[Ineko AB]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Buratti]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Allwood]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The accuracy of meta-metacognitive judgments: Regulating the realism of confidence]]></article-title>
<source><![CDATA[Cognitive Processing]]></source>
<year>2012</year>
<volume>13</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>243-53</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Buratti]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Allwood]]></surname>
<given-names><![CDATA[C. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Kleitman]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[First- and second-order metacognitive judgments of semantic memory reports: The influence of personality traits and cognitive styles]]></article-title>
<source><![CDATA[Metacognition and Learning]]></source>
<year>2013</year>
<volume>8</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>79-102</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bürgler]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Kleinke]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Hennecke]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The metacognition in self-control scale (MISCS).]]></article-title>
<source><![CDATA[Personality and Individual Differences]]></source>
<year>2022</year>
<volume>199</volume>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Campbell]]></surname>
<given-names><![CDATA[W. K.]]></given-names>
</name>
<name>
<surname><![CDATA[Goodie]]></surname>
<given-names><![CDATA[A. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Foster]]></surname>
<given-names><![CDATA[J. D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Narcissism, confidence, and risk attitude]]></article-title>
<source><![CDATA[Journal of Behavioral Decision Making]]></source>
<year>2004</year>
<volume>17</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>297-311</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Celik]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The effect of metacognitive strategies on self-efficacy, motivation and academic achievement of university students]]></article-title>
<source><![CDATA[Canadian Journal of Educational and Social Studies]]></source>
<year>2022</year>
<volume>2</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>37-55</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Chang]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Brainerd]]></surname>
<given-names><![CDATA[C. J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Changed-goal or cue-strengthening? Examining the reactivity of judgments of learning with the dual-retrieval model]]></article-title>
<source><![CDATA[Metacognition and Learning]]></source>
<year>2023</year>
<volume>18</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>183-217</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Chew]]></surname>
<given-names><![CDATA[S. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Cerbin]]></surname>
<given-names><![CDATA[W. J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The cognitive challenges of effective teaching]]></article-title>
<source><![CDATA[The Journal of Economic Education]]></source>
<year>2020</year>
<volume>52</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>17-40</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Chew]]></surname>
<given-names><![CDATA[S. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Halonen]]></surname>
<given-names><![CDATA[J. S.]]></given-names>
</name>
<name>
<surname><![CDATA[McCarthy]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Gurung]]></surname>
<given-names><![CDATA[R. A. R.]]></given-names>
</name>
<name>
<surname><![CDATA[Beers]]></surname>
<given-names><![CDATA[M. J.]]></given-names>
</name>
<name>
<surname><![CDATA[McEntarffer]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Landrum]]></surname>
<given-names><![CDATA[R. E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Practice what we teach: Improving teaching and learning in psychology]]></article-title>
<source><![CDATA[Teaching of Psychology]]></source>
<year>2018</year>
<volume>45</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>239-45</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Chiarino]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Curione]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Huertas]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Classroom motivational climate in Ibero- American secondary and higher education: a systematic review]]></article-title>
<source><![CDATA[Ciencias Psicolo&#769;gicas]]></source>
<year>2024</year>
<volume>18</volume>
<numero>2</numero>
<issue>2</issue>
</nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cohen]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Statistical power analysis for the behavioral sciences]]></source>
<year>1988</year>
<edition>2a ed.</edition>
<publisher-name><![CDATA[Lawrence Earlbaum &amp; Associates]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[P. T.]]></given-names>
</name>
<name>
<surname><![CDATA[McCrae]]></surname>
<given-names><![CDATA[R. R.]]></given-names>
</name>
</person-group>
<source><![CDATA[NEO Personality Inventory (NEO-PI)]]></source>
<year>1985</year>
<publisher-name><![CDATA[Psychological Assessment Resources]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[P. T.]]></given-names>
</name>
<name>
<surname><![CDATA[McCrae]]></surname>
<given-names><![CDATA[R. R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Normal personality assessment in clinical practice: The NEO Personality Inventory]]></article-title>
<source><![CDATA[Psychological Assessment]]></source>
<year>1992</year>
<volume>4</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>5-13</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dahl]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Allwood]]></surname>
<given-names><![CDATA[C. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Rennemark]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Hagberg]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The relation between personality and the realism in confidence judgements in older adults]]></article-title>
<source><![CDATA[European Journal of Ageing]]></source>
<year>2010</year>
<volume>7</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>283-91</page-range></nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[De Bruin]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Kok]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Lobbestael]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[De Grip]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The impact of an online tool for monitoring and regulating learning at university: overconfidence, learning strategy, and personality]]></article-title>
<source><![CDATA[Metacognition Learning]]></source>
<year>2017</year>
<volume>12</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>21-43</page-range></nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dembo]]></surname>
<given-names><![CDATA[M. H.]]></given-names>
</name>
<name>
<surname><![CDATA[Seli]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Students' Resistance to Change in Learning Strategies Courses]]></article-title>
<source><![CDATA[Journal of Developmental Education]]></source>
<year>2004</year>
<volume>27</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>2-11</page-range></nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dinsmore]]></surname>
<given-names><![CDATA[D. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Alexander]]></surname>
<given-names><![CDATA[P. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Loughlin]]></surname>
<given-names><![CDATA[S. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Focusing the conceptual lens on metacognition, self-regulation, and self-regulated learning]]></article-title>
<source><![CDATA[Educational Psychology Review]]></source>
<year>2008</year>
<volume>20</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>391-409</page-range></nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Do&#776;rrenba&#776;cher]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Perels]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Self-regulated learning profiles in college students: Their relationship to achievement, personality, and the effectiveness of an intervention to foster self-regulated learning]]></article-title>
<source><![CDATA[Learning and Individual Differences]]></source>
<year>2016</year>
<volume>51</volume>
<page-range>229-41</page-range></nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dumfart]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Neubauer]]></surname>
<given-names><![CDATA[A.C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Conscientiousness is the most powerful noncognitive predictor of school achievement in adolescents]]></article-title>
<source><![CDATA[Journal of Individual Differences]]></source>
<year>2016</year>
<volume>37</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>8-15</page-range></nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Farrington]]></surname>
<given-names><![CDATA[C. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Roderick]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Allensworth]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Nagaoka]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Keyes]]></surname>
<given-names><![CDATA[T. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Johnson]]></surname>
<given-names><![CDATA[D. W.]]></given-names>
</name>
<name>
<surname><![CDATA[Beechum]]></surname>
<given-names><![CDATA[N. O.]]></given-names>
</name>
</person-group>
<source><![CDATA[Teaching adolescents to become learners: the role of noncognitive factors in shaping school performance: A critical literature review]]></source>
<year>2012</year>
<publisher-name><![CDATA[Consortium on Chicago School Research]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Flavell]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Metacognition and cognitive monitoring. A new area of cognitive-developmental inquiry]]></article-title>
<source><![CDATA[American Psychologist]]></source>
<year>1979</year>
<volume>34</volume>
<numero>10</numero>
<issue>10</issue>
<page-range>906-11</page-range></nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Flavell]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Speculation about nature and development of metacognition]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Weinert]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<source><![CDATA[Metacognition, motivación and understanding]]></source>
<year>1987</year>
<page-range>21-9</page-range><publisher-name><![CDATA[Hillsdale]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Flores-Lázaro]]></surname>
<given-names><![CDATA[J. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Ostrosky-Schejet]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Lozano-Gutiérrez]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[BANFE - 2. Batería neuropsicológica de funciones ejecutivas y lóbulos frontales]]></source>
<year>2014</year>
<publisher-name><![CDATA[Manual Moderno]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Follmer]]></surname>
<given-names><![CDATA[D. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Sperling]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The mediating role of metacognition in the relationship between executive function and self-regulated learning]]></article-title>
<source><![CDATA[British Journal of Educational Psychology]]></source>
<year>2016</year>
<volume>86</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>1-17</page-range></nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Forsberg]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Blume]]></surname>
<given-names><![CDATA[C. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Cowan]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The development of metacognitive accuracy in working memory across childhood]]></article-title>
<source><![CDATA[Developmental Psychology]]></source>
<year>2021</year>
<volume>57</volume>
<numero>8</numero>
<issue>8</issue>
<page-range>1297-317</page-range></nlm-citation>
</ref>
<ref id="B40">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Genise]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Ungaretti]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Etchezahar]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El Inventario de los Cinco Grandes Factores de Personalidad en el contexto argentino: puesta a prueba de los factores de orden superior]]></article-title>
<source><![CDATA[Diversitas: Perspectivas en Psicologi&#769;a]]></source>
<year>2020</year>
<volume>16</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>325-40</page-range></nlm-citation>
</ref>
<ref id="B41">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Geraci]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Kurpad]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Tirso]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Gray]]></surname>
<given-names><![CDATA[K. N.]]></given-names>
</name>
<name>
<surname><![CDATA[Wang]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Metacognitive errors in the classroom: The role of variability of past performance on exam prediction accuracy]]></article-title>
<source><![CDATA[Metacognition and Learning]]></source>
<year>2023</year>
<volume>18</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>219-36</page-range></nlm-citation>
</ref>
<ref id="B42">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Goldberg]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The development of markers for the Big-Five factor structure]]></article-title>
<source><![CDATA[Psychological Assessment]]></source>
<year>1992</year>
<numero>4</numero>
<issue>4</issue>
<page-range>26-42</page-range></nlm-citation>
</ref>
<ref id="B43">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Goldberg]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The structure of phenotypic personality traits]]></article-title>
<source><![CDATA[American Psychologist]]></source>
<year>1993</year>
<volume>48</volume>
<page-range>26-34</page-range></nlm-citation>
</ref>
<ref id="B44">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Goldberg]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Johnson]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Eber]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Hogan]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Ashton]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Cloninger]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Gough]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The international personality item pool and the future of public-domain personality measures]]></article-title>
<source><![CDATA[Journal of Research in Personality]]></source>
<year>2006</year>
<volume>40</volume>
<page-range>84-96</page-range></nlm-citation>
</ref>
<ref id="B45">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gunstone]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Mitchell]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Metacognition and conceptual change]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Mintzes]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Teaching science for understanding]]></source>
<year>1998</year>
<page-range>133-63</page-range><publisher-name><![CDATA[Academic Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B46">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gutierrez de Blume]]></surname>
<given-names><![CDATA[A. P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Calibrating calibration: A meta-analysis of learning strategy interventions to improve metacognitive monitoring accuracy]]></article-title>
<source><![CDATA[Journal of Educational Psychology]]></source>
<year>2022</year>
<volume>114</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>681-700</page-range></nlm-citation>
</ref>
<ref id="B47">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gutierrez de Blume]]></surname>
<given-names><![CDATA[A. P.]]></given-names>
</name>
<name>
<surname><![CDATA[Montoya Londoño]]></surname>
<given-names><![CDATA[D. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Relationship between personality factors and metacognition in a sample of students in the last semester of training in baccalaureate degree programs in education in Colombia]]></article-title>
<source><![CDATA[Educación y Humanismo]]></source>
<year>2020</year>
<volume>22</volume>
<numero>39</numero>
<issue>39</issue>
<page-range>1-20</page-range></nlm-citation>
</ref>
<ref id="B48">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gutierrez de Blume]]></surname>
<given-names><![CDATA[A. P.]]></given-names>
</name>
<name>
<surname><![CDATA[Montoya Londoño]]></surname>
<given-names><![CDATA[D. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Validation and examination of the factor structure of the Metacognitive Awareness Inventory (MAI) in Colombian university students]]></article-title>
<source><![CDATA[Psicogente]]></source>
<year>2021</year>
<volume>24</volume>
<numero>46</numero>
<issue>46</issue>
<page-range>1-28</page-range></nlm-citation>
</ref>
<ref id="B49">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gutierrez de Blume]]></surname>
<given-names><![CDATA[A. P.]]></given-names>
</name>
<name>
<surname><![CDATA[Montoya Londoño]]></surname>
<given-names><![CDATA[D. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Exploring the relation between executive functions (EFs) and metacognition: Do EFs predict metacognition?]]></article-title>
<source><![CDATA[Praxis &amp; Saber]]></source>
<year>2022</year>
<volume>13</volume>
<numero>33</numero>
<issue>33</issue>
</nlm-citation>
</ref>
<ref id="B50">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gutierrez de Blume]]></surname>
<given-names><![CDATA[A. P.]]></given-names>
</name>
<name>
<surname><![CDATA[Montoya Londoño]]></surname>
<given-names><![CDATA[D. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Exploring the relation between metacognition, gender, and personality in Latin-American university students]]></article-title>
<source><![CDATA[Psykhe]]></source>
<year>2023</year>
<volume>32</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>1-21</page-range></nlm-citation>
</ref>
<ref id="B51">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gutierrez de Blume]]></surname>
<given-names><![CDATA[A. P.]]></given-names>
</name>
<name>
<surname><![CDATA[Montoya Londoño]]></surname>
<given-names><![CDATA[D. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Daset]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Cuadro]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Molina Delgado]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Morán Núñez]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
<name>
<surname><![CDATA[García de la Cadena]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Beltrán Navarro]]></surname>
<given-names><![CDATA[M. B.]]></given-names>
</name>
<name>
<surname><![CDATA[Arias Trejo]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Ramirez Balmaceda]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Jiménez Rodríguez]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Puente Ferreras]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Urquijo]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Arias]]></surname>
<given-names><![CDATA[W. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Rivera]]></surname>
<given-names><![CDATA[L. I.]]></given-names>
</name>
<name>
<surname><![CDATA[Schulmeyer]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Rivera-Sanchez]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Normative data and standardization of an international protocol for the evaluation of metacognition in Spanish-speaking university students: A cross-cultural analysis]]></article-title>
<source><![CDATA[Metacognition and Learning]]></source>
<year>2023</year>
<volume>18</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>495-526</page-range></nlm-citation>
</ref>
<ref id="B52">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gutierrez de Blume]]></surname>
<given-names><![CDATA[A. P.]]></given-names>
</name>
<name>
<surname><![CDATA[Montoya Londoño]]></surname>
<given-names><![CDATA[D. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Jiménez Rodríguez]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Morán Núñez]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
<name>
<surname><![CDATA[Cuadro]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Daset]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Molina Delgado]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[García de la Cadena]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Beltrán Navarro]]></surname>
<given-names><![CDATA[M. B.]]></given-names>
</name>
<name>
<surname><![CDATA[Puente Ferreras]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Urquijo]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Arias]]></surname>
<given-names><![CDATA[W. L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Psychometric properties of the metacognitive awareness inventory (mai): Standardization to an international spanish with 12 countries]]></article-title>
<source><![CDATA[Metacognition and Learning]]></source>
<year>2024</year>
<publisher-name><![CDATA[Advance online publication]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B53">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gutierrez de Blume]]></surname>
<given-names><![CDATA[A. P.]]></given-names>
</name>
<name>
<surname><![CDATA[Montoya-Londoño]]></surname>
<given-names><![CDATA[D. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Landínez-Martínez]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Toro-Zuluaga]]></surname>
<given-names><![CDATA[N. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Las variables sociales y la conciencia meta-cognitiva de los jóvenes adultos colombianos]]></article-title>
<source><![CDATA[Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud]]></source>
<year>2022</year>
<volume>20</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>700-31</page-range></nlm-citation>
</ref>
<ref id="B54">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gutierrez]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Enhancing the calibration accuracy of adult learners: A multifaceted intervention]]></source>
<year>2012</year>
<publisher-name><![CDATA[University Libraries -University of Nevada- Las Vegas]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B55">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gutierrez]]></surname>
<given-names><![CDATA[A. P.]]></given-names>
</name>
<name>
<surname><![CDATA[Schraw]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Effects of strategy training and incentives on students&#8217; performance, confidence, and calibration]]></article-title>
<source><![CDATA[Journal of Experimental Education]]></source>
<year>2015</year>
<volume>83</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>386-404</page-range></nlm-citation>
</ref>
<ref id="B56">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hacker]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Bol]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Metacognitive theory: Considering the social-cognitive influences]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[McInerney]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[Research on sociocultural influences on motivation and learning: Big theories revisited]]></source>
<year>2004</year>
<page-range>275-97</page-range><publisher-name><![CDATA[Information Age Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B57">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hacker]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Bol]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Horgan]]></surname>
<given-names><![CDATA[D. D.]]></given-names>
</name>
<name>
<surname><![CDATA[Rakow]]></surname>
<given-names><![CDATA[E. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Test prediction and performance in a classroom context]]></article-title>
<source><![CDATA[Journal of Educational Psychology]]></source>
<year>2000</year>
<volume>92</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>160-70</page-range></nlm-citation>
</ref>
<ref id="B58">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ha&#776;ndel]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[de Bruin]]></surname>
<given-names><![CDATA[A. B. H.]]></given-names>
</name>
<name>
<surname><![CDATA[Markus Dresel]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Individual differences in local and global metacognitive judgments]]></article-title>
<source><![CDATA[Metacognition and Learning]]></source>
<year>2020</year>
<volume>15</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>51-75</page-range></nlm-citation>
</ref>
<ref id="B59">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Irak]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Effects of personality traits and mood induction on metamemory judgments and metacognitive beliefs]]></article-title>
<source><![CDATA[The Journal of General Psychology]]></source>
<year>2024</year>
<page-range>1-32</page-range></nlm-citation>
</ref>
<ref id="B60">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Jacobs]]></surname>
<given-names><![CDATA[J. E.]]></given-names>
</name>
<name>
<surname><![CDATA[Paris]]></surname>
<given-names><![CDATA[S. G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Children&#8217;s Metacognition about Reading: Issues in Definition, Measurement, and Instruction]]></article-title>
<source><![CDATA[Educational Psychologist]]></source>
<year>1987</year>
<volume>22</volume>
<page-range>225-78</page-range></nlm-citation>
</ref>
<ref id="B61">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Jiménez R.]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Puente F.]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Modelo de estrategias metacognitivas]]></article-title>
<source><![CDATA[Revista de Investigacio&#769;n Universitaria]]></source>
<year>2014</year>
<volume>3</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>11-6</page-range></nlm-citation>
</ref>
<ref id="B62">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kelemen]]></surname>
<given-names><![CDATA[W. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Winningham]]></surname>
<given-names><![CDATA[R. G.]]></given-names>
</name>
<name>
<surname><![CDATA[Weaver]]></surname>
<given-names><![CDATA[C. A. III.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Repeated testing sessions and scholastic aptitude in college students' metacognitive accuracy]]></article-title>
<source><![CDATA[European Journal of Cognitive Psychology]]></source>
<year>2007</year>
<volume>19</volume>
<numero>4-5</numero>
<issue>4-5</issue>
<page-range>689-717</page-range></nlm-citation>
</ref>
<ref id="B63">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kelly]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Donaldson]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Investigating the complexities of academic success: Personality constrains the effects of metacognition]]></article-title>
<source><![CDATA[Psychology of Education Review]]></source>
<year>2016</year>
<volume>40</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>17-24</page-range></nlm-citation>
</ref>
<ref id="B64">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kleitman]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Metacognition in the rationality debate. Self-confidence and its calibration]]></source>
<year>2008</year>
<publisher-name><![CDATA[VDM Verlag Dr. Mueller]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B65">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kleitman]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Stankov]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Ecological and person-oriented aspects of metacognitive processes in test-taking]]></article-title>
<source><![CDATA[Applied Cognitive Psychology]]></source>
<year>2001</year>
<volume>15</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>321-41</page-range></nlm-citation>
</ref>
<ref id="B66">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kleitman]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Stankov]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Self-confidence and metacognitive processes]]></article-title>
<source><![CDATA[Learning and Individual Differences]]></source>
<year>2007</year>
<volume>17</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>161-73</page-range></nlm-citation>
</ref>
<ref id="B67">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kruger]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Dunning]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments]]></article-title>
<source><![CDATA[Journal of Personality and Social Psychology]]></source>
<year>1999</year>
<volume>77</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>1121-34</page-range></nlm-citation>
</ref>
<ref id="B68">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ledesma]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Sa&#769;nchez]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Di&#769;az-La&#769;zaro]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Adjective checklist to assess the Big Five personality factors in the Argentine population]]></article-title>
<source><![CDATA[Journal of Personality Assessment]]></source>
<year>2011</year>
<volume>93</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>46-55</page-range></nlm-citation>
</ref>
<ref id="B69">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lingjaerde]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
<name>
<surname><![CDATA[Regine Foreland]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Engvik]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Personality structure in patients with winter depression, assessed in a depression -free state according to the five- factor model of personality]]></article-title>
<source><![CDATA[Journal of Affective Disorders]]></source>
<year>2001</year>
<volume>62</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>165-74</page-range></nlm-citation>
</ref>
<ref id="B70">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lyons]]></surname>
<given-names><![CDATA[K. E.]]></given-names>
</name>
<name>
<surname><![CDATA[Zelazo]]></surname>
<given-names><![CDATA[P. D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Monitoring, metacognition, and executive function: Elucidating the role of self-reflection in the development of self-regulation]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Janette]]></surname>
<given-names><![CDATA[B. B.]]></given-names>
</name>
</person-group>
<source><![CDATA[Advances in child development and behavior]]></source>
<year>2011</year>
<volume>40</volume>
<page-range>379-412</page-range><publisher-name><![CDATA[Elsevier Academic Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B71">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Miller]]></surname>
<given-names><![CDATA[T. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Geraci]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Training metacognition in the classroom: The influence of incentives and feedback on exam predictions]]></article-title>
<source><![CDATA[Metacognition and Learning]]></source>
<year>2011</year>
<volume>6</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>303-14</page-range></nlm-citation>
</ref>
<ref id="B72">
<nlm-citation citation-type="book">
<collab>Ministerio de Educación Pública de Costa Rica</collab>
<source><![CDATA[Ruta de la Educación 2022- 2023. Lineamientos técnicos de evaluación para el aprendizaje, 2023]]></source>
<year>2023</year>
<publisher-name><![CDATA[Gobierno de Costa Rica]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B73">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mirels]]></surname>
<given-names><![CDATA[H. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Greblo]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Dean]]></surname>
<given-names><![CDATA[J. B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Judgmental self-doubt: Beliefs about one&#8217;s judgmental prowess]]></article-title>
<source><![CDATA[Personality and Individual Differences]]></source>
<year>2002</year>
<volume>33</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>741-58</page-range></nlm-citation>
</ref>
<ref id="B74">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Montoya]]></surname>
<given-names><![CDATA[D. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Tamayo]]></surname>
<given-names><![CDATA[O. E.]]></given-names>
</name>
<name>
<surname><![CDATA[Orrego]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Dussan]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<source><![CDATA[Monitoreo metacognitivo en el aula: Calibración y juicios metacognitivos en el aprendizaje]]></source>
<year>2024</year>
<publisher-name><![CDATA[Universidad de Caldas]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B75">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Morosanova]]></surname>
<given-names><![CDATA[V. I.]]></given-names>
</name>
<name>
<surname><![CDATA[Bondarenko]]></surname>
<given-names><![CDATA[I. N.]]></given-names>
</name>
<name>
<surname><![CDATA[Fomina]]></surname>
<given-names><![CDATA[T. G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Conscious self-regulation, motivational factors, and personality traits as predictors of students&#8217; academic performance: a linear empirical model]]></article-title>
<source><![CDATA[Psychology in Russia]]></source>
<year>2022</year>
<volume>15</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>170</page-range></nlm-citation>
</ref>
<ref id="B76">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Moshman]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Metacognitive theories revisited]]></article-title>
<source><![CDATA[Educational Psychology Review]]></source>
<year>2017</year>
<volume>30</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>599-606</page-range></nlm-citation>
</ref>
<ref id="B77">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Nietfeld]]></surname>
<given-names><![CDATA[J. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Cao]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Osborne]]></surname>
<given-names><![CDATA[J. W.]]></given-names>
</name>
</person-group>
<source><![CDATA[Metacognition and Learning]]></source>
<year>2006</year>
<volume>1</volume>
<page-range>159-79</page-range></nlm-citation>
</ref>
<ref id="B78">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Nietfeld]]></surname>
<given-names><![CDATA[J. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Cao]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Osborne]]></surname>
<given-names><![CDATA[J. W.]]></given-names>
</name>
<name>
<surname><![CDATA[Osbourne]]></surname>
<given-names><![CDATA[J. W.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Metacognitive monitoring accuracy and student performance in the postsecondary classroom]]></article-title>
<source><![CDATA[The Journal of Experimental Education]]></source>
<year>2005</year>
<volume>74</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>7-28</page-range></nlm-citation>
</ref>
<ref id="B79">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Nietfeld]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Schraw]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The effect of knowledge and strategy training on monitoring accuracy]]></article-title>
<source><![CDATA[Journal of Educational Research]]></source>
<year>2002</year>
<volume>95</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>131-42</page-range></nlm-citation>
</ref>
<ref id="B80">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Nobutoshi]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Metacognition and reflective teaching: a synergistic approach to fostering critical thinking skills]]></article-title>
<source><![CDATA[Research and Advances in Education]]></source>
<year>2023</year>
<volume>2</volume>
<numero>9</numero>
<issue>9</issue>
<page-range>1-14</page-range></nlm-citation>
</ref>
<ref id="B81">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[O&#8217;Connor]]></surname>
<given-names><![CDATA[M.C.]]></given-names>
</name>
<name>
<surname><![CDATA[Paunonen]]></surname>
<given-names><![CDATA[S. V.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Big Five personality predictors of post-secondary academic performance]]></article-title>
<source><![CDATA[Personality and Individual Differences]]></source>
<year>2007</year>
<volume>43</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>971-90</page-range></nlm-citation>
</ref>
<ref id="B82">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[O&#776;z]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The importance of personality traits in students' perceptions of metacognitive awareness]]></article-title>
<source><![CDATA[Procedia - Social and Behavioral Sciences]]></source>
<year>2016</year>
<volume>232</volume>
<page-range>655-67</page-range></nlm-citation>
</ref>
<ref id="B83">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Özçakmak]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Köroglu]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Korkmaz]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Bolat]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The effect of metacognitive awareness on academic success]]></article-title>
<source><![CDATA[African Educational Research Journal]]></source>
<year>2021</year>
<volume>9</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>434-48</page-range></nlm-citation>
</ref>
<ref id="B84">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ozturk]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[An analysis of teachers&#8217; metacognition and personality]]></article-title>
<source><![CDATA[Psychology and Education]]></source>
<year>2020</year>
<volume>57</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>40-4</page-range></nlm-citation>
</ref>
<ref id="B85">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ozturk]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Relation of metacognition, personality, and foreign language performance]]></article-title>
<source><![CDATA[International Journal of Psychology and Education al Studies]]></source>
<year>2021</year>
<volume>8</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>103-15</page-range></nlm-citation>
</ref>
<ref id="B86">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pallier]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Wilkinson]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Danthiir]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Kleitman]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Knezevic]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Stankov]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Roberts]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The role of individual differences in the accuracy of confidence judgments]]></article-title>
<source><![CDATA[Journal of General Psychology]]></source>
<year>2002</year>
<volume>129</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>257-99</page-range></nlm-citation>
</ref>
<ref id="B87">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pesout]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
<name>
<surname><![CDATA[Nietfeld]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The impact of cooperation and competition on metacognitive monitoring in classroom context]]></article-title>
<source><![CDATA[The Journal of Experimental Education]]></source>
<year>2020</year>
<volume>89</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>237-58</page-range></nlm-citation>
</ref>
<ref id="B88">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ronningstam]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<source><![CDATA[Identifying and understanding the narcissistic personality]]></source>
<year>2005</year>
<publisher-name><![CDATA[University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B89">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[&#352;afranj]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Gojkov-Raji&#263;]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Kati&#263;]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Personality traits and students employment of metacognitive strategies in foreign language learning and achievement]]></article-title>
<source><![CDATA[Croatian Journal of Education: Hrvatski &#269;asopis za odgoj i obrazovanje]]></source>
<year>2021</year>
<volume>23</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>511-43</page-range></nlm-citation>
</ref>
<ref id="B90">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sánchez]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Ledesma]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Los cinco grandes factores: co&#769;mo entender la personalidad y co&#769;mo evaluarla]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Monjeau]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Conocimiento para la transformación]]></source>
<year>2007</year>
<publisher-name><![CDATA[Ediciones Universidad Atlántida Argentina]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B91">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sánchez]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Ledesma]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Listado de adjetivos para evaluar la personalidad: Propiedades psicométricas y normas para una población argentina]]></article-title>
<source><![CDATA[Revista Argentina de Clínica Psicológica]]></source>
<year>2013</year>
<volume>22</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>147-60</page-range></nlm-citation>
</ref>
<ref id="B92">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sapanc&#305;]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Güler]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The mediating role of metacognitive processes in the relationship between personality traits and academic achievement of university students]]></article-title>
<source><![CDATA[Sakarya University Journal of Education]]></source>
<year>2021</year>
<volume>11</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>501-25</page-range></nlm-citation>
</ref>
<ref id="B93">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sawyer]]></surname>
<given-names><![CDATA[R. K.]]></given-names>
</name>
</person-group>
<source><![CDATA[The creative classroom: Innovative teaching for 21 st -century learners]]></source>
<year>2019</year>
<publisher-name><![CDATA[Teachers College Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B94">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sawyer]]></surname>
<given-names><![CDATA[R. K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[An introduction to the learning sciences]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Sawyer]]></surname>
<given-names><![CDATA[R. K.]]></given-names>
</name>
</person-group>
<source><![CDATA[The Cambridge handbook of the learning sciences]]></source>
<year>2022</year>
<edition>3a ed.</edition>
<page-range>pp. 1-24</page-range><publisher-name><![CDATA[Cambridge University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B95">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Schaefer]]></surname>
<given-names><![CDATA[P. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Williams]]></surname>
<given-names><![CDATA[C. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Goodie]]></surname>
<given-names><![CDATA[A. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Campbell]]></surname>
<given-names><![CDATA[W. K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Overconfidence and the Big Five]]></article-title>
<source><![CDATA[Journal of Research in Personality]]></source>
<year>2004</year>
<volume>38</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>473-80</page-range></nlm-citation>
</ref>
<ref id="B96">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Schraw]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Dennison]]></surname>
<given-names><![CDATA[R. S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Assessing metacognitive awareness]]></article-title>
<source><![CDATA[Contemporany Educational Psychology]]></source>
<year>1994</year>
<volume>19</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>460-75</page-range></nlm-citation>
</ref>
<ref id="B97">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Schraw]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Moshman]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Metacognitive theories]]></article-title>
<source><![CDATA[Educational Psychology Review]]></source>
<year>1995</year>
<volume>7</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>351-71</page-range></nlm-citation>
</ref>
<ref id="B98">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Schraw]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Kuch]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Gutierrez]]></surname>
<given-names><![CDATA[A. P.]]></given-names>
</name>
<name>
<surname><![CDATA[Richmond]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Exploring a three-level model of calibration accuracy]]></article-title>
<source><![CDATA[Journal of Educational Psychology]]></source>
<year>2014</year>
<volume>106</volume>
<page-range>1192-202</page-range></nlm-citation>
</ref>
<ref id="B99">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Silver]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Kaplan]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[LaVaque-Manty]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Meizlish]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[Using reflection and metacognition to improve student learning: Across the disciplines, across the academy]]></source>
<year>2023</year>
<publisher-name><![CDATA[Taylor &amp; Francis]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B100">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Soleimani]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Nagahi]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Nagahisarchoghaei]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Jaradat]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The relationship between personality types and the cognitive-metacognitive strategies]]></article-title>
<source><![CDATA[Journal of Studies in Education]]></source>
<year>2018</year>
<volume>8</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>29-44</page-range></nlm-citation>
</ref>
<ref id="B101">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Stankov]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Complexity, metacognition, and fluid intelligence]]></article-title>
<source><![CDATA[Intelligence]]></source>
<year>2000</year>
<volume>28</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>121-43</page-range></nlm-citation>
</ref>
<ref id="B102">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Stankov]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Crawford]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Confidence judgments in studies of individual differences]]></article-title>
<source><![CDATA[Personality and Individual Differences]]></source>
<year>1996</year>
<volume>21</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>971-86</page-range></nlm-citation>
</ref>
<ref id="B103">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Stankov]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Crawford]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Self-confidence and performance on tests of cognitive abilities]]></article-title>
<source><![CDATA[Intelligence]]></source>
<year>1997</year>
<volume>25</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>93-109</page-range></nlm-citation>
</ref>
<ref id="B104">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Stankov]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Morony]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Lee]]></surname>
<given-names><![CDATA[Y. P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Confidence: The best non-cognitive predictor of academic achievement?]]></article-title>
<source><![CDATA[Educational Psychology]]></source>
<year>2014</year>
<volume>34</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>9-28</page-range></nlm-citation>
</ref>
<ref id="B105">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Stanton]]></surname>
<given-names><![CDATA[J. D.]]></given-names>
</name>
<name>
<surname><![CDATA[Sebesta]]></surname>
<given-names><![CDATA[A. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Dunlosky]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Fostering metacognition to support student learning and performance]]></article-title>
<source><![CDATA[CBE-Life Sciences Education]]></source>
<year>2021</year>
<volume>20</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>20-7</page-range></nlm-citation>
</ref>
<ref id="B106">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Swanson]]></surname>
<given-names><![CDATA[H. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Ojutiku]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Dewsbury]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Impacts of an academic intervention based in metacognition on academic performance]]></article-title>
<source><![CDATA[Teaching &amp; Learning Inquiry]]></source>
<year>2024</year>
<volume>12</volume>
</nlm-citation>
</ref>
<ref id="B107">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tabachnick]]></surname>
<given-names><![CDATA[B. G.]]></given-names>
</name>
<name>
<surname><![CDATA[Fidell]]></surname>
<given-names><![CDATA[L. S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Using multivariate statistics]]></source>
<year>2019</year>
<edition>7a ed.</edition>
<publisher-name><![CDATA[Pearson]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B108">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Thiede]]></surname>
<given-names><![CDATA[K. W.]]></given-names>
</name>
<name>
<surname><![CDATA[Oswalt]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Brendefur]]></surname>
<given-names><![CDATA[J. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Carney]]></surname>
<given-names><![CDATA[M. B.]]></given-names>
</name>
<name>
<surname><![CDATA[Osguthorpe]]></surname>
<given-names><![CDATA[R. D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teachers' judgments of student learning of mathematics]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Dunlosky]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[The Cambridge handbook of cognition and education]]></source>
<year>2019</year>
<page-range>678-95</page-range><publisher-name><![CDATA[Cambridge University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B109">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tobias]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Everson]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The importance of knowing what you know: A knowledge monitoring framework for studying metacognition in education]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Hacker]]></surname>
<given-names><![CDATA[D. J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Handbook of Metacognition in Education]]></source>
<year>2009</year>
<page-range>107-228</page-range><publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B110">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Topping]]></surname>
<given-names><![CDATA[K. J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Improving thinking about thinking in the classroom: What works for enhancing metacognition]]></source>
<year>2024</year>
<publisher-name><![CDATA[Taylor &amp; Francis]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B111">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Veenman]]></surname>
<given-names><![CDATA[M. V.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Metacognition]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Afflerbach]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Handbook of Individual Differences in Reading. Reader, Text, and Context]]></source>
<year>2015</year>
<page-range>26-40</page-range><publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B112">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Veenman]]></surname>
<given-names><![CDATA[M. V. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Van Hout-Wolters]]></surname>
<given-names><![CDATA[B. H. A. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Afflerbach]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Metacognition and learning: Conceptual and methodological considerations]]></article-title>
<source><![CDATA[Metacognition and Learning]]></source>
<year>2006</year>
<volume>1</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>3-14</page-range></nlm-citation>
</ref>
<ref id="B113">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wang]]></surname>
<given-names><![CDATA[M. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Haertel]]></surname>
<given-names><![CDATA[G. D.]]></given-names>
</name>
<name>
<surname><![CDATA[Walberg]]></surname>
<given-names><![CDATA[H. J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[What influences learning? A content analysis of review literature]]></article-title>
<source><![CDATA[The Journal of Educational Research]]></source>
<year>1990</year>
<volume>84</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>30-43</page-range></nlm-citation>
</ref>
<ref id="B114">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Want]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Kleitman]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Imposter phenomenon and self-handicapping: Links with parenting styles and self-confidence]]></article-title>
<source><![CDATA[Personality and Individual Differences]]></source>
<year>2006</year>
<volume>40</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>961-71</page-range></nlm-citation>
</ref>
<ref id="B115">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Weaver]]></surname>
<given-names><![CDATA[C. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Constraining factors in calibration of comprehension]]></article-title>
<source><![CDATA[Journal of Experimental Psychology: Learning, Memory, and Cognition]]></source>
<year>1990</year>
<volume>16</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>214-22</page-range></nlm-citation>
</ref>
<ref id="B116">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wolfe]]></surname>
<given-names><![CDATA[R. N.]]></given-names>
</name>
<name>
<surname><![CDATA[Grosch]]></surname>
<given-names><![CDATA[J. W.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Personality correlates of confidence in one&#8217;s decisions]]></article-title>
<source><![CDATA[Journal of Personality]]></source>
<year>1990</year>
<volume>58</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>515-34</page-range></nlm-citation>
</ref>
<ref id="B117">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wongdaeng]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Evaluation of metacognitive and self-regulatory programmes for learning, pedagogy and policy in tertiary EFL contexts]]></source>
<year>2022</year>
<publisher-name><![CDATA[Durham University]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B118">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Yang]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Zhao]]></surname>
<given-names><![CDATA[W.]]></given-names>
</name>
<name>
<surname><![CDATA[Yuan]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Luo]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Shanks]]></surname>
<given-names><![CDATA[D. R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Mind the gap between comprehension and metacomprehension: Meta-analysis of metacomprehension accuracy and intervention effectiveness]]></article-title>
<source><![CDATA[Review of Educational Research]]></source>
<year>2023</year>
<volume>93</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>143-94</page-range></nlm-citation>
</ref>
<ref id="B119">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zapata-Zapata]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Vesga Bravo]]></surname>
<given-names><![CDATA[G. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Puente Ferreras]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Alvarado Izquierdo]]></surname>
<given-names><![CDATA[J. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Juicios metacognitivos en los procesos de aprendizaje en la educación superior: una revisión sistemática 2018-2023]]></article-title>
<source><![CDATA[Revista Latinoamericana de Psicología]]></source>
<year>2024</year>
<volume>56</volume>
<numero>15</numero>
<issue>15</issue>
<page-range>147-55</page-range></nlm-citation>
</ref>
<ref id="B120">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zimmerman]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Moylan]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Self -regulation: where metacognition and motivation intersect]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Hacker]]></surname>
<given-names><![CDATA[D. J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Handbook of Metacognition in Education]]></source>
<year>2009</year>
<page-range>239-315</page-range><publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B121">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zohar]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Dori]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
</person-group>
<source><![CDATA[Metacognition in Science education. Trends in current research]]></source>
<year>2012</year>
<publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B122">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zsigmond]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<name>
<surname><![CDATA[Metallidou]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Misailidi]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Iordanou]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Papaleontiou-Louca]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Metacognitive monitoring in written communication: Improving reflective practice]]></article-title>
<source><![CDATA[Education Sciences]]></source>
<year>2025</year>
<volume>15</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>299</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
