Veenman, Mr. dr. M.V.J. (Marcel) - Staff - Faculty of Social and Behavioural Sciences

Veenman, Mr. dr. M.V.J. (Marcel)

Telephone number:	+31 (0)71 527 3463
E-Mail:	veenman@fsw.leidenuniv.nl
Faculty / Department:	Faculteit der Sociale Wetenschappen, Instituut Psychologie, Ontwikkelings- & Onderwijspsychologie
Office Address:	Pieter de la Court gebouw Wassenaarseweg 52 2333 AK Leiden Room number 3B42

"Metacognition is a powerful predictor of learning outcomes, even more so than intelligence is. Yet, metacognition is largely ignored as an educational goal in school practices."

Marcel V.J. Veenman is assistant professor in the unit Developmental and Educational Psychology of the Institute of Psychology at Leiden University.

He obtained his master’s degree in cognitive psychology and his PhD at the University of Amsterdam. The title of his dissertation is: Intellectual ability and Metacognitive skill: determinants of discovery learning in computerized learning environments.

His current research focuses on the relation between metacognitive skills and intellectual ability, on the development of metacognitive skills, and on the relation between metacognitive skills and test anxiety. He is Editor-in-Chief of Metacognition and Learning, an international journal published by Springer. He teaches courses in cognitive development, educational psychology, and process diagnosis of learning disabilities.

For a description of his research programme, see metacognition

CV and Publications

2011

Veenman, M.V.J. (2011)
Alternative Assessment of Strategy Use with Self-report Instruments: A discussion. Metacognition and Learning, 6, pp. 205-211.
(Article)
Veenman, M.V.J. (2011)
Definitions, constituents, and their intricate relationship with cognition. Metacognition and Learning, 6, pp. 205-211.
(Article)
Veenman, M.V.J. (2011)
Editorial 2011. Metacognition and Learning, 6 (1)
(Article)
Veenman, M.V.J. (2011)
Learning to self-monitor and self-regulate. In: Mayer, Richard E. & Alexander, Patricia A. (Eds.), Handbook of research on learning and instruction (Educational psychology andbook series), 4. , pp. 197-218. New York/London: Routledge.
(Part of book or chapter of book)

2010

Stel, M., van der & Veenman, M.V.J. (2010)
Development of metacognitive skillfulness: A longitudinal study. Learning and Individual Differences, 20 (3), pp. 220-224.
(Article)
Stel, M., van der & 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 International Journal on Mathematics Education, 42, pp. 219-229.
(Article)

2009

Veenman, M.V.J. (2009)
Editorial. Metacognition and Learning, 4 (1), pp. 1-2.
(Article)

2008

Veenman, M.V.J. (2008)
Giftedness: Predicting the speed of expertise acquisition by intellectual ability and metacognitive skillfulness of novices. In: Shaughnessy, M.F., Veenman, M.V.J., Kleyn-Kennedy, C. (Eds.), Meta-cognition: A recent review of research, theory, and perspectives, pp. 207-220. Hauppage, NY: Nova Science Publishers.
(Part of book or chapter of book)
Dignath, Ch. & Büttner, G. & Veenman, M.V.J. (2008)
Investigating mathematics teachers' promotion of self-regulated learning: A multi-method approach. International Journal of Psychology, 43 (3-4), pp. 561.
(Article)
Shaughnessy, M.F. & Veenman, M.V.J. & Kleyn-Kennedy, C. (Eds.) (2008)
Meta-cognition: A recent review of research, theory, and perspectives. Hauppauge NY: Nova Science Publishers.
(Book editorial)
Stel, M., van der & Veenman, M.V.J. (2008)
Relation between intellectual ability and metacognitive skillfulness as predictors of learning performance of young students performing tasks in different domains. Learning and Individual Differences, 18 (1), pp. 128-134.
(Article)

2007

Pijls, M.H.J. & Hout-Wolters, B.H.A.M., van & Veenman, M.V.J. (2007)
Samenwerkend computerondersteund wiskunde leren en de rol van de docent in havo-4. Pedagogische Studiën, 84 (5), pp. 391-406.
(Article)
Veenman, M.V.J. (2007)
The assessment and instruction of self-regulation in computer-based environments: A discussion. Metacognition and Learning, 2 (2/3), pp. 177-183.
(Article)

2006

Veenman, M.V.J. & Hout-Wolters, B.H.A.M., van & Afflerbach, P. (2006)
Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning, 1 (1), pp. 3-14.
(Article)
Desoete, A. & Veenman, M.V.J. (2006)
Metacognition in Mathematics Education. New York: Nova Science Publishers.
(Book (monograph))
Desoete, A. & Veenman, M.V.J. (2006)
Metacognition in Mathematics. Critical Issues on Nature, Theory, Assessment and Treatment. In: Desoete, A. & Veenman, M.V.J. (Eds.), Metacognition in Mathematics Education, pp. 1-10. New York: Nova Science Publishers.
(Part of book or chapter of book)
Meijer, J. & Veenman, M.V.J. & Hout-Wolters, B.H.A.M., van (2006)
Metacognitive activities in text-studying and problem-solving: Development of a taxonomy. Educational Research and Evaluation, 12 (3), pp. 209-237.
(Article)
Veenman, M.V.J. (2006)
The Role of Intellectual and Metacognitive Skills in Math Problem Solving. In: Desoete, A. & Veenman, M.V.J. (Eds.), Metacognition in Mathematics Education, pp. 35-50. New York: Nova Science Publishers.
(Part of book or chapter of book)
Prins, F.J. & Veenman, M.V.J. & Elshout, J.J. (2006)
The impact of intellectual ability and metacognition on learning: New support for the threshold of problematicity theory. Learning and Instruction, 16 (4), pp. 374-387.
(Article)

2005

Jong, T., de & Beishuizen, J.J. & Someren, M., van & Veenman, M.V.J. & Hulshof, C. & Wilhelm, P. & Prins, F.J. & Rijn, H. (2005)
Determinants of discovery learning in a complex simulation learning environment. In: Gärdenfors, P. & Johansson, P. (Eds.), Cognition, education and communication technology, pp. 257-283. Mahwah, NJ: Erlbaum.
(Part of book or chapter of book)
Veenman, M.V.J. & Spaans, M.A. (2005)
Relation between intellectual and metacognitive skills: Age and task differences. Learning and Individual Differences, 15, pp. 159-176.
(Article)
Veenman, M.V.J. (2005)
The assessment of metacognitive skills: What can be learned from multi-method designs? In: Artelt, C. & Moschner, B. (Eds.), Lernstrategien und Metakognition: Implikationen für Forschung und Praxis, pp. 77-99. Münster: Waxmann.
(Part of book or chapter of book)
Veenman, M.V.J. & Kok, R. & Blöte-Aanhane, A.W. (2005)
The relation between intellectual and metacognitive skills in early adolescence. Instructional Science, 33, pp. 193-211.
(Article)
Veenman, M.V.J. (2005)
Thurstone¿s scales of primary abilities. In: Kempf-Leonard, K. (Ed.), Encyclopedia of social measurement (Encyclopedia of social measurement), 3. , pp. 811-815. San Diego: Academic Press.
(Part of book or chapter of book)

2004

Prins, F.J. & Veenman, M.V.J. & Cohen, R. (2004)
De domein-onafhankelijkheid van metacognitieve vaardigheden van beginners. , Programma Onderwijs Research Dagen 2004, pp. 22. Utrecht: Universiteit utrecht.
(Part of book or chapter of book)
Prins, F.J. & Veenman, M.V.J. & Elshout, J.J. (2004)
De opbrengst van inductief leren voor beginners en gevorderde studenten: instantiegebaseerde of regelgebaseerde kennis. , Programma Onderwijs Research Dagen 2004, pp. 25. Utrecht: Universiteit utrecht.
(Part of book or chapter of book)
Veenman, M.V.J. & Spaans, M. & Hout-Wolters, B.H.A.M., van & Elshout-Mohr, M. (2004)
De rol van metacognitieve vaardigheden in verschillende typen leertaken bij het vak wiskunde. , Programma Onderwijs Research Dagen 2004, pp. 19. Utrecht: Universiteit utrecht.
(Part of book or chapter of book)
Blöte-Aanhane, A.W. & Otterloo, S.G., van & Stevenson, C.E. & Veenman, M.V.J. (2004)
Discovery and maintenance of the many-to-one counting strategy in 4-year-olds: A microgenetic study. British Journal of Developmental Psychology, 22, pp. 83-102.
(Article)
Prins, F.J. & Veenman, M.V.J. (2004)
Domain-independency of novices¿ metacognitive skillfulness. In: Veenman, M.V.J., Hout-Wolters, B.H.A.M., van, Broekkamp, H. (Eds.), Program and abstracts book. First meeting of the EARLI SIG on metacognition, pp. 26. Amsterdam: Graduate School of Teaching and Learning, Univ. of Amsterdam.
(Part of book or chapter of book)
Veenman, M.V.J. (2004)
Faalangst, een dobbelsteen met zes zijden. Remediaal. Tijdschrift voor leer- en gedragsproblemen in het vo/bve, 4 (5), pp. 3-9.
(Article)
Veenman, M.V.J. & Beishuizen, J.J. (2004)
Intellectual and metacognitive skills of novices while studying texts under conditions of text difficulty and time constraint. Learning and Instruction, 14, pp. 619-638.
(Article)
Veenman, M.V.J. (2004)
Metacognitieve vaardigheid aan het roer van leerprocessen. , Toolkit Onderwijspraktijk (Toolkit Onderwijspraktijk), Update 4. Alphen a/d Rijn: Kluwer.
(Part of book or chapter of book)
Veenman, M.V.J. (2004)
Metacognition. Some considerations. In: Veenman, M.V.J., Hout-Wolters, B.H.A.M., van, Broekkamp, H. (Eds.), Program and abstracts book. First meeting of the EARLI SIG on metacognition, pp. 30-31. Amsterdam: Graduate School of Teaching and Learning, Univ. of Amsterdam.
(Part of book or chapter of book)
Meijer, J. & Veenman, M.V.J. & Hout-Wolters, B.H.A.M., van (2004)
Metacognitive and cognitive activities of 13 year olds in text-studying and problem solving. In: Veenman, M.V.J., Hout-Wolters, B.H.A.M., van, Broekkamp, H. (Eds.), Program and abstracts book. First meeting of the EARLI SIG on metacognition, pp. 24-25. Amsterdam: Graduate School of Teaching and Learning, Univ. of Amsterdam.
(Part of book or chapter of book)
Veenman, M.V.J. & Hout-Wolters, B.H.A.M., van & Broekkamp, H. (Eds.) (2004)
Program and abstracts book. First meeting of the EARLI SIG on metacognition. Amsterdam: Graduate School of Teaching and Learning, Univ. of Amsterdam.
(Book editorial)
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, pp. 89-109.
(Article)

2003

Veenman, M.V.J. & Verheij, J. (2003)
Identifying technical students at risk: Relating general versus specific metacognitive skills to study success. Learning and Individual Differences, 13, pp. 259-272.
(Article)
Veenman, M.V.J. & Prins, F.J. & Verheij, J. (2003)
Learning styles: Self-reports versus thinking-aloud measures. British Journal of Educational Psychology, 73, pp. 357-372.
(Article)
Veenman, M.V.J. (2003)
Problemen bij bevraging van metacognitieve activiteiten. In: Kessel, Th.C.M., van, Luit, J.E.H., van, Veenman, M.V.J., Vendel, P.C.M. (Eds.), Hulp bij leerproblemen: Rekenen-wiskunde, pp. 1-5. Alphen aan den Rijn: Kluwer.
(Part of book or chapter of book)
Verweij, J. & Heida, A. & Veenman, M.V.J. (2003)
Trainingsevaluatie. Onderwijs & Gezondheidszorg, 27 (7), pp. 25-28.
(Article)

2002

Veenman, M.V.J. (2002)
Conferentieverslag 9e Conference of European Association for Research on Learning and Instruction (EARLI): Learning and Cognition, Fribourg/Zwitserland. In Veenman, M.V.J. (Ed.) Learning and Cognition. Pedagogische Studiën (pp. 65). Nederland: EARLI.
(Article in monograph or in proceedings)
Veenman, M.V.J. & Prins, F.J. & Elshout, J.J. (2002)
Initial learning in a complex computer simulated environment: The role of metacognitive skills and intellectual ability. Computers in Human Behavior, 18 (3), pp. 327-342.
(Article)
Andeweg, A. & Luit, J.E.H., van & Veenman, M.V.J. & Vendel, P.C.M. (2002)
T.R. - Hulp bij Leerproblemen; Rekenen-Wiskunde. Hulp bij Leerproblemen; Rekenen-Wiskunde
(Contribution for newspaper or weekly magazine)

2001

Prins, F.J. & Veenman, M.V.J. & Bokhorst, C.L. (2001)
Intellectual ability and metacognitive skillfulnes determining an individual threshold of problematicity. Fribourg
(Other)
Prins, F.J. & Veenman, M.V.J. (2001)
Intellectual ability and metacognitive skills determining an individual threshold of problematicity. In Oser, F. & Baets, U. (Eds.) 9th European Conference on Learning and Instruction Vol. - (pp. 166--). Aachen/Germany: Mainz.
(Article in monograph or in proceedings)
Veenman, M.V.J. & Kok, R. & Kuilenburg, J. (2001)
Intelligence and metacognitive skillfulness in secondary education. In Oser, F. & Baets, U. (Eds.) 9th European Conference on Learning and Instruction (pp. 166--). Aachen, Germany: Mainz.
(Article in monograph or in proceedings)
Veenman, M.V.J. (2001)
The assessment of metacognitive skillfulness. In Oser, F. & Baets, U. (Eds.) 9th European Conference on Learning and Instruction Vol. - (pp. 278--). Aachen, Germany: Mainz.
(Article in monograph or in proceedings)

2000

Veenman, M.V.J. (2000)
Test anxiety and metacognitive skillfulness. Leuven (Leuven University), In W. Lens (Ed.) 7th Workshop on Achievement and Task Motivation; Program and Abstract Book, p. 72
(Conference lecture)
Meijer, J. & Veenman, M.V.J. (2000)
The surplus value of self-confidence as a constituent of test anxiety. Leuven (University of Leuven), In W. Lens (Ed.), 7th Workshop on Achievement and Task Motivation; Program and Abstracts Book, p. 72
(Conference lecture)
Veenman, M.V.J. (2000)
Materiaal voor leerlingen, algemeen: metacognitieve werk-kaarten. In: Andeweg, A., Luit, J.E.H., Van, Veenman, M.V.J., Vendel, P.C.M. (Eds.), Hulp bij leerproblemen; Rekenen-wiskunde, pp. G0500.1-6. Alphen a.d. Rijn: Samson H.D. Tjeenk Willink.
(Part of book or chapter of book)
Veenman, M.V.J. & Kerseboom, L. & Imthoorn, C. (2000)
Test anxiety and metacognitive skillfulness: Availability versus production deficiencies. Anxiety, Stress and Coping, 13, pp. 391-412.
(Article)

1999

Veenman, M.V.J. (1999)
Bestaat intuitieve kennis? Utrecht, VOR-divisie Leren & Instructie
(Conference lecture)
Verheij, J. & Veenman, M.V.J. & Prins, F.J. (1999)
Identificeren van risicostudenten aan een Technische Universiteit. Nijmegen, In R. Poell (red.) Onderwijsonderzoek in Nederland en Vlaanderen. Proceedings van de ORD 1999, 20-21 mei, KUN
(Conference lecture)
Veenman, M.V.J. & Merrienboer, J., van (1999)
Inductief leren. Nijmegen, In R. Poell (red.), Onderwijsonderzoek in Nederland en Vlaanderen, Proceedings van de ORD 1999, KUN
(Conference lecture)
Prins, F.J. & Veenman, M.V.J. (1999)
Inductief leren en de verwerving van expertise: de rol van metacognitieve vaardigheden en intelligentie. Nijmegen, In R. Poell (red.), Onderwijsonderzoek in Nederland en Vlaanderen. Proceedings van de ORD 1999, KUN
(Conference lecture)
Prins, F.J. & Veenman, M.V.J. (1999)
Self-directed inductive learning and the acquisition of expertise: The role of metacognitive skills and intellectual ability. Gotenborg, In Abstract Volume of the 8th European Conference on Learning and Instruction
(Conference lecture)
Verheij, J. & Veenman, M.V.J. (1999)
Technical students' metacognitive skills - Relating general vs. specific metacognitive skills to study success. Gotenborg, In Abstract Volume of the 8th European Conference on Learning and Instruction, Gotenborg-University from 24 - 28 Aug.
(Conference lecture)
Veenman, M.V.J. & Kerseboom, L. & Imthorn, C. (1999)
The relation between test anxiety and metacognitive skillfulness. Gotenborg (Gotenborg-University) from 24-28th Aug., In Abstract Volume of the 8th European Conference on Learning and Instruction
(Conference lecture)
Veenman, M.V.J. & Elshout, J.J. (1999)
Changes in the relationship between cognitive and metacognitive skills during the acquisition of expertise. European Journal of Psychology of Education, 14, pp. 509-523.
(Article)
Veenman, M.V.J. (1999)
It takes two to tango: Over het samenspel van intellectuele en metacognitieve vaardigheden. In: Hamel, R., Elshout-Mohr, M., Milikowski, M. (Eds.), Meesterschap; Zestien stukken over intelligentie, leren, denken en probleemoplossen voor Jan J. Elshout (-), pp. 187-196. Amsterdam: Vossiuspers AUP.
(Part of book or chapter of book)
Andeweg, A. & Luit, J.E.H., van & Veenman, M.V.J. & Vendel, P.C.M. & Waes, J.J., van (1999)
T.R. - Hulp bij Leerproblemen; Rekenen-Wiskunde. Hulp bij Leerproblemen; Rekenen-Wiskunde
(Contribution for newspaper or weekly magazine)

1998

Veenman, M.V.J. & Waes, J.J. van (1998)
Hulp bij leerproblemen; Rekenen-wiskunde. In: Veenman, M.V.J. & Waes, J.J. van (Eds.), Hulp bij leerproblemen; Rekenen-wiskunde, pp. 1-13. Alphen aan den Rijn: Samsom H.D. Tjeenk Willink.
(Part of book or chapter of book)

1997

Veenman, M.V.J. (1997)
Presentatie. Utrecht, VPO-VOR dag
(Conference lecture)
Veenman, M.V.J. (1997)
Twee papers. Athens, Greece, 7th EARLI Conference
(Conference lecture)
Veenman, M.V.J. (1997)
Twee papers op de Onderwijs Research Dagen. Leuven, ORD
(Conference lecture)
Veenman, M.V.J. (1997)
Changes in the relationship between cognitive and metacognitive skills during the acquisition of expertise. In: Vosniadou, S., Matsagouras, E., Maridaki-Kassotaki, K., Kotsanis, S. (Eds.), 7th European conference for research on learning and instruction; Book of abstracts, pp. 490-491. Athens, Greece: Gutenberg University Publications.
(Part of book or chapter of book)
Veenman, M.V.J. & Dam, M., van (1997)
Het metacognitief sturen van inzichtsprocessen bij het oplossen van redactiesommen. In: Corte (red.), E., de (Ed.), Onderwijsonderzoek in Nederland en Vlaanderen 1997; proceedings van de Onderwijs researchdagen 1997 te Leuven, pp. 259-260. Leuven: Afdeling didactiek, KU Leuven.
(Part of book or chapter of book)
Veenman, M.V.J. (1997)
Individuele verschillen in leren met computers. In: Corte (Red.), E. de (Ed.), Onderwijsonderzoek in Nederland en Vlaanderen 1997; proceedings van de Onderwijs Research Dagen 1997 te Leuven, pp. 280-282. Leuven: Afdeling didactiek/KU Leuven.
(Part of book or chapter of book)
Veenman, M.V.J. & Beishuizen, J.J. & Niewold, P. (1997)
Intellectual ability and metacognitive skills during text studying. In: Vosniadou, S., Matsagouras, E., Maridaki-Kassotaki, K., Kotsanis, S. (Eds.), 7th European Conference for research on learning and instruction; Book of abstracts, pp. 145-146. Athens, Greece: Gutenberg University Publications.
(Part of book or chapter of book)
Veenman, M.V.J. & Elshout, J.J. & Meijer, J. (1997)
The generality vs. domain specificity of metacognitive skills in novice learning across domains. Learning and Instruction, 7, pp. 197-209.
(Article)

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Last Modified: 06-02-2012