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Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.
Behavior Rating Inventory of Executive Function (BRIEF) (Gioia et al, 2000): Measures metacognition in students from five to 18 years old through a metacognition index consisting of both parent and teacher questionnaires
Bonnett, V., Yuill, N., & Carr, A. (2017). Mathematics, mastery and metacognition: How adding a
creative approach can support children in maths. Educational and Child Psychology, 34(1), 83-93.
Cain, K., Oakhill, J., & Bryant, P. (2004). Children's reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96(1), 31-42.
Cozza, B., & Oreshkina, M. (2013). Cross‐cultural study of cognitive and metacognitive processes during math problem solving. School Science and Mathematics, 113(6), 275-284.
Desoete, A., & Roeyers, H. (2002). Off-line metacognition: A domain-specific retardation in young children with learning disabilities? Learning Disability Quarterly, 25(2), 123-139.
Desoete, A., Baten, E., Vercaemst, V., De Busschere, A., Baudonck, M., & Vanhaeke, J. (2019). Metacognition and motivation as predictors for mathematics performance of Belgian elementary school children. ZDM, 51, 667-677.
Gioia, G. A., Isquith, P. K., Guy, S. C., & Kenworthy, L. (2000). BRIEF: Behavior rating inventory of executive function. Odessa, FL: Psychological Assessment Resources.
Jain, S., & Dowson, M. (2009). Mathematics anxiety as a function of multidimensional self-regulation and self-efficacy. Contemporary Educational Psychology, 34(3), 240-249.
Lai, Y., Zhu, X., Chen, Y., & Li, Y. (2015). Effects of mathematics anxiety and mathematical metacognition on word problem solving in children with and without mathematical learning difficulties. PLoS ONE, 10(6), 1-19.
Nelson, T. O., & Narens, L. (1990). Metamemory: A theoretical framework and new findings. In G. H. Bower (Ed.), The Psychology of Learning and Motivation (pp. 125-173). New York, NY: Academic Press.
Nelson, T. O., & Narens, L. (1994). Why investigate metacognition?. In J. Metcalfe & A. P. Shimamura (Eds.), Metacognition: Knowing about knowing (pp. 1-25). Cambridge, MA: MIT Press.
Pennequin, V., Sorel, O., Nanty, I., & Fontaine, R. (2010). Metacognition and low achievement in mathematics: The effect of training in the use of metacognitive skills to solve mathematical word problems. Thinking and Reasoning, 16(3), 198-220.
Pons, F., Harris, P. L., & de Rosnay, M. (2004). Emotion comprehension between 3 and 11 years: Developmental periods and hierarchical organization. European Journal of Developmental Psychology, 1(2), 127-152.
Ramdass, D., & Zimmerman, B. J. (2008). Effects of self correction strategy training on middle school student's self-efficacy, self-evaluation, and mathematics division learning. Journal of Advanced Academics, 20(1), 18-41.
Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics. In D. Grouws (Ed.), Handbook for Research on Mathematics Teaching and Learning (pp. 334-370). New York, NY: Macmillan.
Van der Stel, M., Veenman, M. V. J., Deelen, K., & Haenen, J. (2010). The increasing role of metacognitive skills in math: A cross-sectional study from a developmental perspective. ZDM Mathematics Education, 42(2), 219-229.
Veenman, M. V. J., Kerseboom, L., & Imthorn, C. (2000). Test anxiety and metacognitive skillfulness availability versus production deficiencies. Anxiety, Stress, and Coping, 13, 391-412.
Weil, L. G., Fleming, S. M., Dumontheil, I., Kilford, E. J., Weil, R. S., Rees, G., … Blakemore, S. J. (2013). The development of metacognitive ability in adolescence. Consciousness and Cognition, 22(1), 264-271.