Publications

• Veenman, M. V. J. (2011). Learning to self-monitor and self-regulate. In R. Mayer, & P. Alexander (Eds.), Handbook of research on learning and instruction (pp. 197-218). New York: Routledge.
• Van der Stel, M., & Veenman, M. V. J. (2010). Development of metacognitive skillfulness: A longitudinal study. Learning and Individual Differences, 20, 220-224.
• Veenman, M. V. J. (2005). The assessment of metacognitive skills: What can be learned from multi-method designs? In C. Artelt, & B. Moschner (Eds), Lernstrategien und Metakognition: Implikationen für Forschung und Praxis (pp. 77-99). Münster: Waxmann.
• Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and Learning: Conceptual and Methodological Considerations. Metacognition and Learning, 1. 3-14.
• 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.
• Veenman, M. V. J., Prins, F. J., & Verheij, J. (2003). Learning styles: Self-reports versus thinking-aloud measures. British Journal of Educational Psychology, 73, 357-372.
• Veenman, M. V. J., & Spaans, M. A. (2005). Relation between intellectual and metacognitive skills: Age and task differences. Learning and Individual Differences, 15, 159-176.
• Veenman, M. V. J., Kok, R., & Blöte, A. W. (2005). The relation between intellectual and metacognitive skills at the onset of metacognitive skill development. Instructional Science, 33, 193-211.
• Veenman, M. V. J., Wilhelm, P., & Beishuizen, J. J. (2004). The relation between intellectual and metacognitive skills from a developmental perspective. Learning and Instruction, 14, 89-109.