Mariette van Loon

SNF Professor

University of Zurich

Switzerland

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Mariette van Loon is an SNF Professor at the University of Zurich, Switzerland. Her research primarily focuses on metacognition in elementary and middle childhood, exploring aspects such as monitoring, regulation skills, and the influence of classroom instruction on children's learning. Recent articles authored by her examine the development and psychometric properties of metacognitive skills among school children, contributing to a deeper understanding of cognitive processes in educational settings.

Articles (13)

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2024

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2024

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2023

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2023

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2022

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2021

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2021

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2021

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2021

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2020

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2020

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2020

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2020

Collaborators (3)

Paul Steendijk

Professor of Cardiovascular Physiology & Research on (Bio)Medical Education

Leiden University Medical Center

NETHERLANDS

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Florian J. Buehler

University of Bern

SWITZERLAND

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Claudia Roebers

Senior Professor

SWITZERLAND

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Mariette van Loon

Research Interests

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Articles (13)

Development of metacognitive monitoring and control skills in elementary school: a latent profile approach

The structure of metacognition in middle childhood: Evidence for a unitary metacognition-for-memory factor

Primary school teachers’ judgments of their students’ monitoring and regulation skills

Examining on-task regulation in school children: Interrelations between monitoring, regulation, and task performance.

The accuracy and annual rank-order stability of elementary school children's self-monitoring judgments

Comparing metacognitive monitoring between native and non-native speaking primary school students

Connecting teachers’ classroom instructions with children’s metacognition and learning in elementary school

Exploring psychometric properties of children' metacognitive monitoring

Developmental Improvements and Persisting Difficulties in Children’s Metacognitive Monitoring and Control Skills: Cross‐Sectional and Longitudinal Perspectives

Mapping and Drawing to Improve Students’ and Teachers’ Monitoring and Regulation of Students’ Learning from Text: Current Findings and Future Directions

Refuting misconceptions in medical physiology

Development of Children’s monitoring and control when learning from texts: effects of age and test format

Using feedback to improve monitoring judgment accuracy in kindergarten children

Collaborators (3)

Paul Steendijk

Florian J. Buehler

Claudia Roebers

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