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Vosniadou, S., Lawson, M. J., Van Deur, P., Wyra, M., & Jeffries, D. (2020). Pre-service teachers’ belief systems regarding the importance of teaching students learning strategies: A conceptual change approach. International Journal of Educational Research, 99, 10149. http://doi.org/10.1016/j.ijer.2019.101495

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Vosniadou, S., Igusti, D., Lawson, M. J., Van Deur, P., Jeffries, D., & Wyra, M. (2021). Beliefs about the self-regulation of learning predict cognitive and metacognitive strategies and academic performance in pre-service teachers. Metacognition and Learning. http://doi.org/ 10.1007/s11409-020-09258-0

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Zepeda, C. D., Hlutkowsky, C. O., Partika, A. C., & Nokes-Malach, T. J. (2019). Identifying teachers’ supports of metacognition through classroom talk and its relation to growth in conceptual learning. Journal of Educational Psychology, 111(3), 522–541. https://doi.org/10.1037/ edu0000300

Zimmerman, B. J., & Schunk, D. H. (Eds.). (2011). Handbook of self-regulation of learning and performance. Routledge/Taylor & Francis Group.

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