Article published in:
Pragmatics & Cognition
Vol. 22:3 (2014) ► pp. 325339


Bandura, A.
(1997) Self-efficacy: The Exercise of Control. New York: Freeman.Google Scholar
(1998) Health promotion from the perspective of social cognitive theory. Psychology and Health, 13(4), 623–649. CrossrefGoogle Scholar
Bouffard-Bouchard, T., Parent, S., & Larivee, S.
(1991) Influence of self-efficacy on self-regulation and performance among junior and senior high-school age students. International Journal of Behavioral Development, 14(2), 153–164. CrossrefGoogle Scholar
Bradford, S.B., & Kozlowski, S.W.J.
(2002) Goal orientation and ability: Interactive effects on self-efficacy, performance, and knowledge. Faculty Publications – Human Resource Studies. http://​digitalcommons​.ilr​.cornell​.edu​/hrpubs​/9.Google Scholar
Cao, L., & Nietfeld, J.L.
(2007) College students’ metacognitive awareness of difficulties in learning the class content does not automatically lead to adjustment of study strategies. Australian Journal of Educational & Developmental Psychology, 7, 31–46.Google Scholar
Carr, A.
(2004) Positive psychology: The science of happiness and human strengths. New York, NY: Routledge.Google Scholar
Cihanoglu, M.O.
(2012) Metacognitive awareness of teacher candidates. Procedia - Social and Behavioral Sciences, 46, 4529–4533. CrossrefGoogle Scholar
Cohen, A.D.
(1998) Strategies and processes in test taking and SLA. In L.F. Bachman & A.D. Cohen (Eds.), Interfaces between second language acquisition and language testing research (pp. 90–111). Cambridge, England: Cambridge University Press.Google Scholar
Coutinho, S.
(2007) The relationship between goals, metacognition, and academic success. Educate Journal, 7, 39–47.Google Scholar
Coronado-Aliegro, J.
(2007) The effect of self-assessment on the self-efficacy of students studying Spanish as a foreign language (Doctoral dissertation). Retrieved from http://​d​-scholarship​.pitt​.edu​/9914/Google Scholar
Devine, J.
(1993) The role of metacognition in second language reading and writing. In J.G. Carson & I. Leki (Eds.), Reading in the composition classroom: Second language perspectives (pp. 105–127). Boston: Heinle and Heinle.Google Scholar
Dörnyei, Z.
(2007) Research method in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.Google Scholar
Flavell, J.H.
(1979) Metacognition and cognitive monitoring: A new area of cognitive—developmental inquiry. American Psychologist, 34(10), 906–911. CrossrefGoogle Scholar
Ghanizadeh, A., & Moafian, F.
(2011) The relationship between Iranian EFL teachers’ sense of self-efficacy and their pedagogical success in language institutes. Asian EFL Journal, 13(2), 249–72.Google Scholar
Ghonsooly, B., & Ghanizadeh, A.
(2013) Self-efficacy and self-regulation and their relationship: A study of Iranian EFL teachers. The Language Learning Journal, 41(1), 68–84. CrossrefGoogle Scholar
Ghonsooly, B., Elahi, M., & Golparvar, S.E.
(2012) General English university students’ self-efficacy and their achievement. The Iranian EFL Journal, 8(3), 153–173.Google Scholar
Hambleton, R.K., Swaminathan, H., & Rogers, H.J.
(1991) Fundamentals of item response theory. Beverly Hills, CA: Sage Publications.Google Scholar
Isaacson, R.M., & Fujita, F.
(2006) Metacognitive knowledge monitoring and self-regulated learning: Academic success and reflections on learning. Journal of the Scholarship of Teaching and Learning, 6(1), 39–55.Google Scholar
Iskandar, T.M., & Sanusi, Z.M.
(2011) Assessing the effect of self-efficacy and task complexity on international control audit judgment. Asian Academy of Management Journal of Accounting and Finance, 7(1), 29–52.Google Scholar
Jackson, J.W.
(2002) Enhancing self-efficacy and learning performance. The Journal of Experimental Education, 70, 243–255. CrossrefGoogle Scholar
Kuhn, D., Schauble, L., & Garcia-Mila, M.
(1992) Cross-domain development of scientific reasoning. Cognition and Instruction, 9, 285–327. CrossrefGoogle Scholar
Pajares, F.
(2001) Toward a positive psychology of academic motivation: The role of self-efficacy beliefs. In R. Gilman, E.S. Huebner, & M.J. Furlong (Eds.), Handbook of positive psychology in schools (pp. 149–160). New York, NY: Routledge.Google Scholar
Pajares, F., & Schunk, D.H.
(2001) Self-beliefs and school success: Self-efficacy, self-concept, and school achievement. In R. Riding & S. Rayner (Eds.), Perception (pp. 239–266). London: Ablex Publishing.Google Scholar
Pishghadam, R., & Khajavi, Gh. H.
(2013).Intelligence and metacognition as predictors of foreign language achievement: A structural equation modeling approach. Learning and Individual Differences, 24, 176–181. CrossrefGoogle Scholar
Pour-Mohammadi, M., & Abidin, M.J.Z.
(2011) Test-taking strategies, schema theory and reading comprehension test performance. International Journal of Humanities and Social Science, 1(18), 237–243.Google Scholar
Pour-Mohammadi, M., &Abidin, M.J.Z.
(2012) Does instructing test-taking strategies significantly enhance reading comprehension test performance? The case of Iranian EFL learners. International Journal of Linguistics, 4(3), 293–311. CrossrefGoogle Scholar
Rahemi, J.
(2007) Self-efficacy in English and Iranian senior high school students majoring in humanities.Novitas-ROYAL, 1(2), 98–111.Google Scholar
Schraw, G.
(1994) The effect of metacognitive knowledge on local and global monitoring.Contemporary Educational Psychology, 19, 143–154. CrossrefGoogle Scholar
(1998) Promoting general metacognitive awareness. Instructional Science, 26, 113–125. CrossrefGoogle Scholar
Schraw, G., & Dennison, R.S.
(1994).Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460–475. CrossrefGoogle Scholar
Schreiber, J.B., Amaury, N., Stage, F.K., Barlow, E.A., & King, J.
(2006).Reporting structural equation modeling and confirmatory factor analysis results: A review. Journal of Educational Research, 99(6), 323–337. CrossrefGoogle Scholar
Siam, E.N., & Soozandehfar, M.A.
(2011) Metacognitive awareness of reading strategies and reading comprehension. California Linguistic Notes, 36(1).Google Scholar
Siegler, R.S. and Jenkins, E.
(1989).How children discover new strategies. Hillsdale, NJ: Lawrence Erlbaum.Google Scholar
Tseng, W.T., Dörnyei, Z., & Schmitt, N.
(2006) A new approach to assessing strategic learning: The case of self-regulation in vocabulary acquisition. Applied Linguistics, 27, 78–102. CrossrefGoogle Scholar
Wenden, A.
1998Learner Strategies for Learner Autonomy. Great Britain: Prentice Hall.Google Scholar
Williams, M., & Burden, R.L.
(1997) Psychology of language teachers: A social constructive approach. Cambridge: Cambridge University Press.Google Scholar
Zhang, L.J., & Wu, A.
(2009) Chinese senior high school EFL students’ metacognitive awareness and reading-strategy use. Reading in a Foreign Language, 2(1), 37–59.Google Scholar
Cited by

Cited by 2 other publications

Razmi, Mohammad Hasan, Ali Akbar Jabbari & Ali Mohammad Fazilatfar
2020. Perfectionism, Self-Efficacy Components, and Metacognitive Listening Strategy Use: A Multicategorical Multiple Mediation Analysis. Journal of Psycholinguistic Research 49:6  pp. 1047 ff. Crossref logo
Zhang, Ruofei, Gary Cheng, Xieling Chen & Haoran Xie
2020. Game-based self-regulated language learning: Theoretical analysis and bibliometrics. PLOS ONE 15:12  pp. e0243827 ff. Crossref logo

This list is based on CrossRef data as of 18 april 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.