- Arango-Muñoz. S. (2011). Two levels of metacognition. Philosophia, 39, 71–82.
- Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.
- Bandura, A. (1984). Principles of behavior modification. New York: Hart, Rinehart, Winston.
- Bandura, A. (1986). Principles of behavior modification. New York: Hart, Rinehart, Winston.
- Braaksma, M. A. H., Van den Bergh, H., Rijlaarsdam, G., & Van Hout-Wolters, B. H. A. M. (2004). Observational learning and its effects on the orchestration of writing processes. Cognition and Instruction, 22(1), 1–36.
- Brown, A. L. (1980). Metacognitive development and reading. In R. J. Spiro, B. B. Bruce, & W. F. Brewer (Eds.), Theoretical issues in reading comprehension(pp. 453–481). Hillsdale, NJ: Erlbaum.
- Brown, A. L. (1987). Metacognition, executive control, self-regulation and other more mysterious mechanisms. In F. E. Weinert, & R. H. Kluwe (Eds.), Metacognition, motivation and understanding (pp. 65–116). Hillsdale, NJ: Erlbaum.
- Bogdan, R. J. (2001). Developing mental abilities by representing intentionality. Synthese, 129(2), 233–258.
- Bogdan, R. J. (2005). Why self-ascriptions are difficult and develop late? In B. F. Malle, & S. D. Hodges (Eds.), Other minds. How humans bridge the divide between self and the others (pp. 190 –206). New York: Guilford.
- Carruthers, P. (2009). How we know our own minds: the relationship between mindreading and metacognition. Behavioral and Brain Sciences, 32, 1– 18.
- Chatzipanteli, A., & Digelidis, N. (2011). The influence of metacognitive prompting on students’ performance in a motor skills test in physical education. International Journal of Sports Science and Engineering, 5(2), 93-98.
- Chatzipanteli, A., Digelidis, N., Karatzoglidis, C., & Dean, R. (2015). Promoting students’ metacognitive behavior in physical education through TGFU. American Journal of Educational Science, 1(2), 28-36.
- Dominic, A. S., & Robert, A. B. (2001). Metacognition in motor learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 27(4), 907-912.
- Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L.Resnick (Ed), The nature of intelligence (pp. 231-235). Hillsdale, NJ: Laerence Erlbaum.
- Flavell, J. H. (1987). Speculation about the nature and development of metacognition. In F. Weinert, & R. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 2-29). Hillsdale, NJ: Lawrence Erlbaum.
- Flavell, J. H. (2004). Theory-of-mind development: Retrospect and prospect. Merrill-Palmer Quarterly, 50, 274–290.
- Gopnik, A. (1993). How we know our minds: The illusion of first-person knowledge of intentionality. Behavioral and Brain Sciences, 16(1– 15), 90 –101.
- Koriat, A. (2007). Metacognition and consciousness. In P D Zelazo, M Moscovitch & E Thompson (eds.), Cambridge Handbook of Consciousness. Cambridge University Press.
- Larkin, S. (2010). Metacognition in young children. New York: Routledge.
- MacIntyre, T., Igou, E., Campbell, M., Moran, A., & Matthews, J. (2014). Metacognition and action: A new pathway to understanding social and cognitive aspects of expertise in sport. Frontiers in Psychology, doi: 10.3389/fpsyg .2014.01155.
- MacIntyre, T., & Moran A. P. (2010). Meta-imagery processes among elite sports performers. In A. Guillot, & C. Collet (Eds.), The neurophysiological foundations of mental and motor imagery (pp. 227-244). Oxford: Oxford University Press.
- Mohtashami, R., & Sadeghi, Z. (2010). The role of metacognition in the learning process. Learning Strategies, 3(4), 143-148. (Persian).
- Moran, A. P. (1996). The psychology of concentration in sport performers: A cognitive analysis. Hove, East Sussex: Psychology Press.
- Papaioannou, A., Theodosiou, A., Pashali. M., & Digelidis, N. (2012). Advancing task involvement, intrinsic motivation and metacognitive regulation in physical education classes: The self-check style of teaching makes a difference. Advances in Physical Education, 2(3), 110-118.
- Piaget, J. (1951). Play, dreams, and imitation in childhood. New York: Norton.
- Proust, J. (2007). Metacognition and metarepresentation: Is a self-directed theory of mind a precondition for metacognition? Synthese, 159, 271–295.
- Schmidt, R. A., & Wrisberg, C. A. (2008). Motor Learning and Performance: A Situation-Based Learning Approach, 4th edithion. Champaign, IL: Human Kinetics.
- Sheffield, F. N. (1961). Theoretical considerations in the learning of complex sequential tasks from demonstrations and practice. In A. A. Lumsdaine (Ed.), Student response in programmed instruction (pp. 13-32). Washington, DC: National Academy of Sciences.
- Schraw, G. (2002). Promoting general metacognitive awareness. In H. Hartman (Ed.), Metacognition in Learning and Instruction (pp. 3-16). Netherlands: Kluwer Academic Publishers.
- Theodosiou, A., Mantis, K., & Papaioannou, A. (2008). Student self-reports of metacognitive activity in physical education classes: Age-group differences and the effect of goal orientations and perceived motivational climate. Educational Research and Reviews, 3, 353-364.
- Theodosiou, A., & Papaioannou, A. (2006). Motivational climate, achievement goals and metacognitive activity in physical education and exercise involvement in out-of-school settings. Psychology of Sport and Exercise, 7, 361-380.
- Uehara, L. A., Button, C., & Davids, K. (2008).The effects of focus of attention instructions on novices learning soccer chip. Brazilian Journal of Biomotricity, 4, 63-77.
- Wegner, D. M. (2002). The illusion of the conscious will. Cambridge, MA: MIT Press.
|
