[1] Perfect, T. J., & Schwartz, B. L. (Eds.). Applied metacognition[M]. New York: Cambridge University Press, 2002.
[2] Koriat A, Ma'ayan H, Nussinson R. The intricate relationships between monitoring and control in metacognition: Lessons for the cause-and-effect relation between subjective experience and behavior[J]. Journal of Experimental Psychology: General, 2006, 135(1): 36-69.
[3] Koriat A, Nussinson R. Attributing study effort to data-driven and goal-driven effects: Implications for metacognitive judgments[J]. Journal of Experimental Psychology: Learning, Memory, and Cognition, 2009, 35(5): 1338-1343.
[4] Koriat A. The Relationships between Monitoring, Regulation and Performance[J]. Learning and Instruction, 2012, 22(4): 296-298.
[5] Townsend C L, Heit E. Judgments of learning and improvement[J]. Memory & cognition, 2011, 39(2): 204-216.
[6] Froger C, Sacher M, Gaudouen M S, et al. Metamemory judgments and study time allocation in young and older adults: Dissociative effects of a generation task[J]. Canadian Journal of Experimental Psychology, 2011, 65(4): 269-276.
[7] Koriat A. Monitoring one's own knowledge during study: A cue-utilization approach to judgments of learning[J]. Journal of Experimental Psychology: General, 1997, 126(4): 349-370.
[8] King J F, Zechmeister E B, Shaughnessy J J. Judgments of knowing: The influence of retrieval practice[J]. The American Journal of Psychology, 1980, 93(2): 329-343.
[9] Nelson T O, Dunlosky J. When people's judgments of learning (JOLs) are extremely accurate at predicting subsequent recall: The delayed-JOL effect[J]. Psychological Science, 1991, 2(4): 267-270.
[10] Koriat A. Easy comes, easy goes? The link between learning and remembering and its exploitation in metacognition[J]. Memory & Cognition, 2008, 36(2): 416-428.
[11] Koriat A, Ackerman R, Lockl K, et al. The memorizing effort heuristic in judgments of learning: A developmental perspective[J]. Journal of Experimental Child Psychology, 2009, 102(3): 265-279.
[12] Thiede K W, Dunlosky J. Toward a general model of self-regulated study: An analysis of selection of items for study and self-paced study time[J]. Journal of Experimental Psychology: Learning, Memory, and Cognition, 1999, 25(4): 1024-1037.
[13] Dunlosky J, Ariel R. The influence of agenda-based and habitual processes on item selection during study[J]. Journal of Experimental Psychology: Learning, Memory and Cognition, 2011, 37(4): 899-912.
[14] Son L K, Metcalfe J. Metacognitive and control strategies in study-time allocation[J]. Journal of Experimental Psychology: Learning, Memory, and Cognition, 2000, 26(1): 204-221.
[15] Metcalfe J. Is study time allocated selectively to a region of proximal learning?[J]. Journal of Experimental Psychology: General, 2002, 131(3): 349-363.
[16] Metcalfe J, Finn B. Evidence that judgments of learning are causally related to study choice[J]. Psychonomic Bulletin & Review, 2008, 15(1): 174-179.
[17] Metcalfe J, Kornell N. The dynamics of learning and allocation of study time to a region of proximal learning[J]. Journal of Experimental Psychology: General, 2003, 132(4): 530-542.
[18] 贾宁, 白学军, 臧传丽, 等. 学习时间分配机制的眼动研究[J]. 心理科学, 2008, 31(1): 93-96.
Jia N, Bai X J, Zang C L, et al. An eye movement study on the mechanism of learning
time allocation[J]. Psychological Science, 2008, 31(1): 93-96.
[19] 陈金环, 刘学兰. 学习判断与学习时间分配的关系[J]. 心理科学进展, 2010, 18(11): 1707-1705.
Chen J H, Liu X L. The Relationship Between Judgments of Learning and Allocation of Study Time. Advances in Psychological Science. 2010, 18(11): 1707-1705.
[20] Finn B. Framing effects on metacognitive monitoring and control[J]. Memory & cognition, 2008, 36(4): 813-821.
[21] Finn B, Metcalfe J. Judgments of learning are influenced by memory for past test[J]. Journal of Memory and Language, 2008, 58(1): 19-34.
[22] Tiede H L, Leboe J P. Metamemory judgments and the benefits of repeated study: Improving recall predictions through the activation of appropriate knowledge[J]. Journal of Experimental Psychology: Learning, Memory, and Cognition, 2009, 35(3): 822-828.
[23] Koriat A, Ackerman R. Metacognition and mindreading: Judgments of learning for self and other during self-paced study[J]. Consciousness and Cognition, 2010, 19(1): 251-264.
[24] Koriat A, Bjork R A. Illusions of competence during study can be remedied by manipulations that enhance learners’ sensitivity to retrieval conditions at test[J]. Memory & Cognition, 2006, 34(5): 959-972.
[25] 张承芬, 宿淑华, 李丽. 成就目标相关研究评述[J]. 心理学探新, 2004, 24(2): 67-71.
Zhang C F, Su S H, Li L. Analysing to the related study of achievement goal[J]. Psychology Exploration, 2004, 24(2): 67-71.
[26] Ames C. Classrooms: Goals, structures, and student motivation[J]. Journal of Educational Psychology, 1992, 84(3): 261-271.
[27] 傅海金, 祝蓓里. 有关目标定向与认知加工过程, 愉快感和成就行为之间关系的研究[J]. 心理科学, 2000, 23(4): 495-497.
Fu H J, Zhu B L. A research on the relationship between the goal orientation and the cognitive processes, enjoyment, and achievement performance of middle school students[J]. Psychological Science, 2000, 23(4): 495-497.
[28] Meece J L, Holt K. A pattern analysis of students' achievement goals[J]. Journal of Educational Psychology, 1993, 85(4): 582-590.
[29] Ames C. Achievement attributions and self-instructions under competitive and individualistic goal structures[J]. Journal of Educational Psychology, 1984, 76(3): 478-487.
[30] Pintrich P R. The role of motivation in promoting and sustaining self-regulated learning[J]. International Journal of Educational Research, 1999, 31(6): 459-470.
[31] 徐方忠, 朱祖祥, 林芝. 目标倾向测量及其与绩效的关系[J]. 心理发展与教育, 2000, 2: 1-6.
Xu F Z, Zhu Z X, Lin Z. Research on the measurement of goal orientation and its impact on academic performance. Psychology Development and Education, 2000, 2: 1～6
[32] Button S B, Mathieu J E, Zajac D M. Goal orientation in organizational research: A conceptual and empirical foundation[J]. Organizational Behavior and Human Decision Processes, 1996, 67(1): 26-48.
[33] Soderstrom N C, McCabe D P. The interplay between value and relatedness as bases for metacognitive monitoring and control: Evidence for agenda-based monitoring[J]. Journal of Experimental Psychology: Learning, Memory, and Cognition, 2011, 37(5): 1236-1242.
[34] Gul F, Shehzad S. Relationship between metacognition, goal orientation and academic achievement[J]. Procedia-Social and Behavioral Sciences, 2012, 47: 1864-1868.

[1] Perfect, T. J., & Schwartz, B. L. (Eds.). Applied metacognition[M]. New York: Cambridge University Press, 2002.
[2] Koriat A, Ma'ayan H, Nussinson R. The intricate relationships between monitoring and control in metacognition: Lessons for the cause-and-effect relation between subjective experience and behavior[J]. Journal of Experimental Psychology: General, 2006, 135(1): 36-69.
[3] Koriat A, Nussinson R. Attributing study effort to data-driven and goal-driven effects: Implications for metacognitive judgments[J]. Journal of Experimental Psychology: Learning, Memory, and Cognition, 2009, 35(5): 1338-1343.
[4] Koriat A. The Relationships between Monitoring, Regulation and Performance[J]. Learning and Instruction, 2012, 22(4): 296-298.
[5] Townsend C L, Heit E. Judgments of learning and improvement[J]. Memory & cognition, 2011, 39(2): 204-216.
[6] Froger C, Sacher M, Gaudouen M S, et al. Metamemory judgments and study time allocation in young and older adults: Dissociative effects of a generation task[J]. Canadian Journal of Experimental Psychology, 2011, 65(4): 269-276.
[7] Koriat A. Monitoring one's own knowledge during study: A cue-utilization approach to judgments of learning[J]. Journal of Experimental Psychology: General, 1997, 126(4): 349-370.
[8] King J F, Zechmeister E B, Shaughnessy J J. Judgments of knowing: The influence of retrieval practice[J]. The American Journal of Psychology, 1980, 93(2): 329-343.
[9] Nelson T O, Dunlosky J. When people's judgments of learning (JOLs) are extremely accurate at predicting subsequent recall: The delayed-JOL effect[J]. Psychological Science, 1991, 2(4): 267-270.
[10] Koriat A. Easy comes, easy goes? The link between learning and remembering and its exploitation in metacognition[J]. Memory & Cognition, 2008, 36(2): 416-428.
[11] Koriat A, Ackerman R, Lockl K, et al. The memorizing effort heuristic in judgments of learning: A developmental perspective[J]. Journal of Experimental Child Psychology, 2009, 102(3): 265-279.
[12] Thiede K W, Dunlosky J. Toward a general model of self-regulated study: An analysis of selection of items for study and self-paced study time[J]. Journal of Experimental Psychology: Learning, Memory, and Cognition, 1999, 25(4): 1024-1037.
[13] Dunlosky J, Ariel R. The influence of agenda-based and habitual processes on item selection during study[J]. Journal of Experimental Psychology: Learning, Memory and Cognition, 2011, 37(4): 899-912.
[14] Son L K, Metcalfe J. Metacognitive and control strategies in study-time allocation[J]. Journal of Experimental Psychology: Learning, Memory, and Cognition, 2000, 26(1): 204-221.
[15] Metcalfe J. Is study time allocated selectively to a region of proximal learning?[J]. Journal of Experimental Psychology: General, 2002, 131(3): 349-363.
[16] Metcalfe J, Finn B. Evidence that judgments of learning are causally related to study choice[J]. Psychonomic Bulletin & Review, 2008, 15(1): 174-179.
[17] Metcalfe J, Kornell N. The dynamics of learning and allocation of study time to a region of proximal learning[J]. Journal of Experimental Psychology: General, 2003, 132(4): 530-542.
[18] 贾宁, 白学军, 臧传丽, 等. 学习时间分配机制的眼动研究[J]. 心理科学, 2008, 31(1): 93-96.
Jia N, Bai X J, Zang C L, et al. An eye movement study on the mechanism of learning
time allocation[J]. Psychological Science, 2008, 31(1): 93-96.
[19] 陈金环, 刘学兰. 学习判断与学习时间分配的关系[J]. 心理科学进展, 2010, 18(11): 1707-1705.
Chen J H, Liu X L. The Relationship Between Judgments of Learning and Allocation of Study Time. Advances in Psychological Science. 2010, 18(11): 1707-1705.
[20] Finn B. Framing effects on metacognitive monitoring and control[J]. Memory & cognition, 2008, 36(4): 813-821.
[21] Finn B, Metcalfe J. Judgments of learning are influenced by memory for past test[J]. Journal of Memory and Language, 2008, 58(1): 19-34.
[22] Tiede H L, Leboe J P. Metamemory judgments and the benefits of repeated study: Improving recall predictions through the activation of appropriate knowledge[J]. Journal of Experimental Psychology: Learning, Memory, and Cognition, 2009, 35(3): 822-828.
[23] Koriat A, Ackerman R. Metacognition and mindreading: Judgments of learning for self and other during self-paced study[J]. Consciousness and Cognition, 2010, 19(1): 251-264.
[24] Koriat A, Bjork R A. Illusions of competence during study can be remedied by manipulations that enhance learners’ sensitivity to retrieval conditions at test[J]. Memory & Cognition, 2006, 34(5): 959-972.
[25] 张承芬, 宿淑华, 李丽. 成就目标相关研究评述[J]. 心理学探新, 2004, 24(2): 67-71.
Zhang C F, Su S H, Li L. Analysing to the related study of achievement goal[J]. Psychology Exploration, 2004, 24(2): 67-71.
[26] Ames C. Classrooms: Goals, structures, and student motivation[J]. Journal of Educational Psychology, 1992, 84(3): 261-271.
[27] 傅海金, 祝蓓里. 有关目标定向与认知加工过程, 愉快感和成就行为之间关系的研究[J]. 心理科学, 2000, 23(4): 495-497.
Fu H J, Zhu B L. A research on the relationship between the goal orientation and the cognitive processes, enjoyment, and achievement performance of middle school students[J]. Psychological Science, 2000, 23(4): 495-497.
[28] Meece J L, Holt K. A pattern analysis of students' achievement goals[J]. Journal of Educational Psychology, 1993, 85(4): 582-590.
[29] Ames C. Achievement attributions and self-instructions under competitive and individualistic goal structures[J]. Journal of Educational Psychology, 1984, 76(3): 478-487.
[30] Pintrich P R. The role of motivation in promoting and sustaining self-regulated learning[J]. International Journal of Educational Research, 1999, 31(6): 459-470.
[31] 徐方忠, 朱祖祥, 林芝. 目标倾向测量及其与绩效的关系[J]. 心理发展与教育, 2000, 2: 1-6.
Xu F Z, Zhu Z X, Lin Z. Research on the measurement of goal orientation and its impact on academic performance. Psychology Development and Education, 2000, 2: 1～6
[32] Button S B, Mathieu J E, Zajac D M. Goal orientation in organizational research: A conceptual and empirical foundation[J]. Organizational Behavior and Human Decision Processes, 1996, 67(1): 26-48.
[33] Soderstrom N C, McCabe D P. The interplay between value and relatedness as bases for metacognitive monitoring and control: Evidence for agenda-based monitoring[J]. Journal of Experimental Psychology: Learning, Memory, and Cognition, 2011, 37(5): 1236-1242.
[34] Gul F, Shehzad S. Relationship between metacognition, goal orientation and academic achievement[J]. Procedia-Social and Behavioral Sciences, 2012, 47: 1864-1868.