現今企業徵用人才講求精準，效率及成本為主要前提的當下，企業內人力資源工作者在用人時，必須迅速的進行整個招聘任用過程，維持精準的判斷，降低企業風險與成本，為企業找到適合的人選。但在目前環境條件下，應徵者的多元化，人才的短缺，高離職與失業率，新科技的發展，結構化及輔助招聘工具成效的不顯著，都帶給人資在執行用人時諸多的挑戰與困難。因此人資如欲在此環境下尋求轉變與進步，只能依賴自身所擁有的知識及技巧來執行所需的任務，而這些人資在用人過程的知識及技巧涵蓋了所謂後設認知的運作歷程，也就是對自己思考的理解與其操作。

    本研究透過後設認知的理論基礎，研究人資執行人才聘用過程中後設認知的運作方式，並以此來建構出第一份在此人資用人領域中測量後設認知的問卷。研究結果顯示人資在用人時，會常常使用到後設認知的運作，其中又以後設認知的知識層面，及後設認知的規劃因子使用程度最高。研究結果也顯示人資專家在後設認知的使用略高於人資新手，此外中國人資在後設認知的使用高於台灣人資，及環境因素會影響人資的後設認知使用程度。

    基於本研究之結論，期盼可以對未來人資用人實務做出發展，包括強化人資用人時的標準流程之質量，對人資職務的修編，對人資績效系統之再建構，和人資訓練上的提升。

Under the premise of striving for precision, efficiency and cost in enterprise staffing nowadays, human resource workers have to conduct the hiring process in a fast-paced environment, while keeping accurate hiring decision making, and lowering organizational risks and costs to search for suitable candidates. However, factors such as applicants’ diversity, shortage on talents, high turnover, and high unemployment rate, development of new technology, insignificant structural and assisting tools in staffing become more evident, contribute in the hardships and challenges which HR must face during staffing process. Therefore, if HR workers want to make progresses and changes under such circumstances, they must rely on their own knowledge and skills to overcome the hardships in staffing. During such procedure, metacognition which is a process of comprehend and the ability to utilize one’s own thought is involved.

    This research is conducted by a questionnaire designed to find out if participants demonstrate signs of metacognition awareness and how metacognition works during a hiring process under the basis of metacognition theory. As the result, it finds that HR workers usually use metacognition when conducting staffing tasks, and especially in the use on metacognition knowledge and the planning factors. Also, research shows HR experts use more metacognition than HR novices, HR in China uses more metacognition than HR in Taiwan, and environmental factors have influences on the levels of metacognition use in staffing.

    In accord with research result, and in hopes of improving future HR staffing practices, research suggests reinforcement on standard operation process, revision on HR job description, and performance assessment, and employee training.

目錄
第一章、	緒論	1
第一節、	研究背景與動機	1
第二節、	研究目的與問題	7
第三節、	名詞解釋	9
第二章、	文獻探討	11
第一節、	後設認知及相關研究	11
第二節、	後設認知教學與學習及相關研究	21
第三節、	新手與專家之差異及相關研究	29
第四節、	人資用人及相關研究	33
第三章、	研究方法	41
第一節、	研究架構	41
第二節、	研究對象	43
第三節、	研究工具	45
第四節、	預試問卷分析	53
第四章、	研究結果與討論	60
第一節、	人資背景資料調查現況	60
第二節、	人資用人過程後設認知的運用現況	69
第三節、	人資用人各階段後設認知使用現況及差異分析	74
第四節、	背景資料現況與後設認知差異分析	79
第五節、	人資專家與新手後設認知運用差異分析	89
第六節、	台灣與中國人資後設認知運用差異分析	98
第五章、	研究結果與建議	107
第一節、	研究結果	107
第二節、	研究建議	111
參考文獻	117
中文文獻	117
英文文獻	118
附錄1、 後設認知量表題項(繁體中文)	124
附錄2、 原始量表變項之解釋	127
附錄3、 量表題項內容轉換(人資用人)	129
附錄4、 人資用人後設認知評量量表題項(初版)	132
附錄5、 專家建議量表修正	134
附錄6、 人資用人階段問卷題項分類	135
附錄7、 量表背景資料(繁體中文)	137
附錄8、 量表同意書(繁體中文)	140
附錄9、 人資用人後設認知評量量表(繁體中文)	141
附錄10、 人資用人後設認知評量量表(簡體中文)	151

圖目錄
圖  1 1 後設認知理論	4
圖  2 1 Flavell後設認知理論	12
圖  2 2 Brown 後設認知理論	14
圖  2 3 Nelson 後設認知理論	15
圖  2 4 後設認知知識因子名詞	17
圖  2 5 後設認知調節因子名詞	18
圖  2 6 自主學習理論	25
圖  2 7 MAI量表	28
圖  2 8 人資用人階段定義流程	37
圖  3 1 研究架構圖	41
圖  3 2 問卷編制流程圖	46

表目錄
表  2 1 後設認知訓練方式成效	22
表  3 1預試樣本背景統計表	44
表  3 2項目分析彙整表	56
表  3-3問卷信度表	57
表  3 4因素分析彙整表	59
表  4- 1研究問卷基本個人資訊統計表	61
表  4- 2研究問卷工作相關資訊統計表一	62
表  4- 3研究問卷工作相關資訊統計表二	63
表  4- 4 研究問卷人資相關資訊統計表一	64
表  4- 5 研究問卷人資相關資訊統計表二	65
表  4- 6研究問卷人資相關資訊統計表三	65
表  4- 7研究問卷人資相關資訊統計表四	66
表  4- 8 人資用人整體後設認知分數彙整表	70
表  4- 9人資用人後設認知因子相關性表	70
表  4- 10人資用人階段後設認知分數彙整表	74
表  4- 11人資用人階段後設認知層面分數彙整表	75
表  4- 12人資用人階段後設認知因子分數彙整表	76
表  4- 13背景資料變項分析彙整表	80
表  4- 14整體內部同仁競爭程度對後設認知總分差異性分析表	81
表  4- 15整體內部同仁競爭程度對後設認知調節面差異性分析表	81
表  4- 16整體內部同仁競爭程度對後設認知規劃與監測因子差異性分析表	82
表  4- 17整體內部同仁競爭程度對人資用人招募階段差異性分析表	83
表  4- 18整體員工流動率對後設認知總分差異性分析表	84
表  4- 19整體員工流動率對後設認知調節面差異性分析表	84
表  4- 20整體員工流動率對後設認知監測與評估因子差異性分析表	85
表  4- 21整體員工流動率對人資用人任用階段差異性分析表	86
表  4- 22人資員工流動率對後設認知監測因子差異性分析表	86
表  4- 23人資專家/新手整體後設認知差異性分析表	90
表  4- 24 人資專家/新手後設認知因子差異性分析表	91
表  4- 25人資專家/新手用人階段後設認知差異性分析表	92
表  4- 26人資專家/新手用人階段後設認知層面差異性分析表	92
表  4- 27人資專家/新手用人階段後設認知因子差異性分析表	94
表  4- 28人資專家/新手背景資料差異性分析表	95
表  4- 29台灣/中國人資整體後設認知差異性分析表	98
表  4- 30台灣/中國人資後設認知因子差異性分析表	99
表  4- 31 台灣/中國人資用人階段後設認知差異性分析表	100
表  4- 32台灣/中國人資用人階段後設認知層面差異性分析表	101
表  4- 33台灣/中國人資用人階段後設認知因子差異性分析表	102
表  4- 34台灣/中國人資背景資料差異性分析表	104

中文文獻
2018萬寶華全球就業展望調查 (Rep.)。 (n.d.). Taipei， TW Taiwan: 萬寶華企業管理顧問股份有限公司。
中時電子報。(2017， August 22)。 《資訊服務》104調查：近兩年，26.8％新鮮人3個月內「快閃」。 Retrieved from https://www.chinatimes.com/realtimenews/20170822002606-260410。
吳明隆、涂金堂（2005）。SPSS與統計應用學習實務。臺北市：五南。 
邱皓政 (2006)。量化研究與統計分析： SPSS 中文視窗版資料分析範例解析。臺北：五南。
陳寬裕、王正華 (2010)，論文統計分析實務－SPSS 與 AMOS 的應用，台北:五      南圖書出版股份有限公司。
 
英文文獻
2017 Talent Acquisition Benchmarking Report (Rep.). (2017). Society for Human Resource Management.
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Nor man, M .K. (2010). How Learning Works: Seven Research-Based Principles for Smart Teaching. San Francisco, CA: Jossey Bass.
Anderson, J. R. (1982). Acquisition of cognitive skill. Psychological Review, 89,369-406.
Artzt, A.F.,&Armour-Thomas, E.(1992). Development of a cognitive-met acognitive framework for protocol analysis of mathematical problem solving in small groups. Cognition and Instruction,9,137-175.
Baker, L., & Brown, A. L. (1984). Metacognitive skills and reading. In P. D. Pearson, R. Barr, M. L. Kamil and P. Mosenthal (Eds.), Handbook of Reading Research (pp. 353-394). New York: Longman.
Bandura A (1977). Self-efficacy: toward a unifying theory of behave ioral change. Psychol Rev 84, 191–215.
Barber, A. E. (1998). Recruiting employees: Individual and organiza tional perspectives. Thousand Oaks, CA: Sage Publications.
Barley, P. C., Connolly, T, & Ekegren, G. (1989). Goals, strategy           development, and task performance: Some limits on the efficacy of goal setting. Journal of Applied Psychology, 74, 24-33.
Bathgate, M., Sims-Knight, J., & Schunn, C. (2011). Thoughts on Thinking: Engaging Novice Music Students in Metacognition. Applied Cognitive Psychology, 26(3), 403-409. doi:10.1002/acp.1842
Bennett, J. B. & Felton, E. L. (1974). Managerial decision making: Case problems in formulation and implementation. Columbus, OH: Grid.
Berliner ,D. C.,（1988）. The Development of Expertise in Peda gogy.Charles W. Haunt Memorial Lecture Peesented at the annual meeting of the American Assoiation of College for Teavher Education, New Orleans.
Borko, H., & Livingston, C. (1989). Cognition and Improvisation: Dif ferences in Mathematics Instruction by Expert and Novice Teachers. American Educational Research Journal,26(4), 473-498. doi:10.3102/00028312026004473
Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How People Learn: Brain, Mind, Experience, and School. Washington DC: National Academy Press.
Brown, A., (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In Weinert, F., and Kluwe, R. (eds.), Metacognition, Motivation, and Understanding, Erlbaum, Hillsdale, NJ, pp. 65–116.
Bukszar, E. & Connolly, T. (1988). Hindsight bias and strategic choice: Some problems in learning from experience. Academy of Management Journal, 31, 628-641.
Butler, J., （1996） .Proffessional Development: Practice as text ,reflection as process,and self as locus.Journal of Education, 40（3）,265-283.
Chase, W. G., & Simon, H. A. (1973). The mind's eye in chess. In W. G. Chase (Ed.), Visual information processing (pp. 215-281). New York: Academic Press.
Chase, W., & Simon, H. A. (1973). Perception in chess. Cognitive Psy chology, 4, 55–81.
Chi, M. T. (2006). Two Approaches to the Study of Experts Characteristics. The Cambridge Handbook of Expertise and Expert Performance, 21-30. doi:10.1017/cbo9780511816796.002
Chi, M. T., Feltovich, P. J., & Glaser, R. (1981). Categorization and Representation of Physics Problems by Experts and Novices. Cognitive Science, 5(2), 121-152. doi:10.1207/s15516709cog0502_2
children reading scientific texts: Effects of metacognitive in struction. The Journal of Educational Research, 102(5), 363–376. https://doi.org/10.3200/JOER.102.5.363-376
Coffey, H. (2009). The relationship between metacognition and writing in sixth grade mathematics. Unpublished Doctoral Dissertation, Walden University, Walden.
Costello, D. (2006), Leveraging the Employee Life Cycle, CRM maga zine, 10(12), 48-48.
Cross, D. R. & Paris, S. G. (1988). Developmental and instructional analyses of children’s metacognition and reading comprehension. Journal of Educational Psychology, 80(2), 131-142.
DeGroot, A. D. (1965). Nought and choice in chess. The Hague: Mouton
Dessler, G. (2000). Human resource management. Upper Saddle River, NJ: Prentice Hall.
Dewey J (1933). How We Think: A Restatement of the Relation of Re flective Thinking to the Educative Process, Boston: Heath.
Dignath, C., & Büttner, G. (2008). Components of fostering self-regu lated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition and Learning, 3(3), 231-264. doi:10.1007/s11409-008-9029-x
Dillenbourg, P., Järvelä, S., & Fischer, F. (2009). The Evolution of Research on Computer-Supported Collaborative Learning. Technology-Enhanced Learning, 3-19. doi:10.1007/978-1-4020-9827-7_1
Drucker, P. F. (1969). The age of discontinuity: Guidelines to our changing society. NewYork: Harper & Row.
Dweck, C. S., and Leggett, E. S. (1988). A social-cognitive approach to motivation and personality. Psychol. Rev. 95: 256–273.
Edwards, W. (1954). The theory of decision making. Psychological Bul letin, 51, 380-417.
Eekels,J. (1983). Design processes seen as decision chains: Their in tuitive and discursive aspects. Proceedings of the international conference on engineering design, Copenhagen.
Eteläpelto, A. (1993). Metacognition and the Expertise of Computer Program Comprehension. Scandinavian Journal of Educational Research, 37(3), 243-254. doi:10.1080/0031383930370305
Evans, W. (2012). Keeping an eye on recruiter behavior (Rep.). New York: The Ladders.
Feltovich, P. J., & Barrows, H. S. (1984). Issues of generality in medical problem-solving. In H. G. Schmidt & M. L. De Volder (Eds.), Tutorials in problem-based learning: A new direction in teaching the health professions. Maastricht, Netherland: Van Gorum.
Flavell JH (1979). Metacognition and cognitive monitoring: a new area of psychological inquiry. Am Psychol 34, 906–911.
Flavell, J. H. (1987). Speculations about the nature and development of metacognition. In Weinert, F., and Kluwe, R. (eds.), Metacognition, Motivation, and Understanding, Erlbaum, Hillsdale, NJ, pp. 21–29.
Fry, R. (2018, April 11). Millennials are largest generation in the                   U.S. labor force. Retrieved from http://www.pewresearch.org/fact-tank/2018/04/11/millennials-largest-generation-us-labor-force/
Gladwell, M. (2013). Outliers: The story of success. New York: Back Bay Books.
Glaser, R., & Chi, M. T. H. (1988). Overview. In M. T. H. Chi, R. Glaser, & M. J. Farr (Eds.), The nature of expertise (pp. xv–xxviii). Hillsdale, NJ: Erlbaum.
Haller, E. P., Child, D. A., & Walberg, H. J. (1988). Can comprehend sion be taught? A quantitative synthesis of metacognitive studies. Educational Researcher, 17(9), 5-8.
Harrison, George & Vallin, Lisa. (2017). Evaluating the Metacognitive Awareness Inventory using empirical factor-structure evidence. Metacognition and Learning. 10.1007/s11409-017-9176-z.
Heneman, H. G., Judge, T., & Kammeyer-Mueller, J. (2019). Staffing organizations. Columbus, OH: Pangloss Industries.
Hennessey, M. G. (1999). Probing the dimensions of metacognition:  Implications for conceptual change teaching-learning. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Boston, MA. 
Hoffman, R. R. (1998). How Can Expertise be Defined? Implications of Research from Cognitive Psychology. Exploring Expertise, 81-100. doi:10.1007/978-1-349-13693-3_4
Jones, B. F. (1987). Strategic teaching and learning: Cognitive in struction in the content areas. Elmhurst.
Jovanovic, B. (2004), Selection and the Evolution of Industry. Econo metrical, 50(3): 649-670.
Kanfer, R., & Ackerman, P. L. (1989). Motivation and cognitive abili ties: An integrative/aptitude-treatment interaction approach to skill acquisition [Monograph]. Journal of Applied Psychology, 74, 657-690.
Kluwe, R.H. (1987). Executive decisions and regulation of problem solving behavior. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 31-64). New Jersey: Lawrence Erlbaum Associates, Inc.
Kramarski, B. & Mevarech, Z. R. (2003). Enhancing mathematical rea soning in the classroom: The effects of cooperative learning and metacognitive training. American Educational Research Journal, 40(1), 281-310.
Kuhn, D. & Dean, D. (2004). A bridge between cognitive psychology and educational practice. Theory into Practice, 43(4), 268-273.
Kuhn, D. (2000). Metacognitive development. Current Directions in Psychological Science, 9(5), 178-181.
Kuhn, D., Schauble, L., and Garcia-Mila, M. (1992). Cross-domain de velopment of scientific reasoning. Cognit. Instr. 9: 285–327.
Kumar, A. E. (1998). The Influence of Metacognition on managerial Hiring Decision Making: Implications for Management Development (Unpublished doctoral dissertation). Virginia Polytechnic Institute and State University, Blacksburg, Virginia.
Lesgold, A., Rubinson, H., Feltovich, P., Glaser R., Klopfer, D., & Wang, Y. (1988). Expertise in a complex skill: Diagnosing X-ray pictures. In M. T. H. Chi, R. Glaser, & M. J. Farr (Eds.), The nature of expertise (pp. 311–342). Hillsdale, NJ: Erlbaum.
Locke, J. (1924). An Essay concerning Human Understanding. – In A. L. Pringle-Pattison(Ed.); (Oxford: Clarendon Press)
Martinez, M. E. (2006). What is metacognition? Phi Delta Kappan, 696-699.
Mayer, R.E. (1987). Educational Psychology: A Cognitive Approach. New York: Harper Collins.
McCormick, C. B., Miller, G. E., & Pressley, M. (Eds.). (1989). Cog nitive strategy research: From basic research to educational applications. New York, NY, US: Springer-Verlag Publishing.
McCutcheon, G. (1992). Facilitating teacher personal theorizing. In Ross, E. W., Cornett, J. W., and McCutcheon, G. (eds.), Teacher Personal Theorizing: Connecting Curriculum Practice, Theory, and Research, State University of New York Press, Albany, NY.
McLeod, L. (1997). Young children and metacognition: Do we know what they know they know? And if so, what do we do about it? Australian Journal of Early Childhood, 22(2), 6-11.
Medina, M. S., Castleberry, A. N., & Persky, A. M. (2017). Strategies for Improving Learner Metacognition in Health Professional Education. American journal of pharmaceutical education, 81(4), 78.
Meyer, E., Abrami, P.C., Wade, C.A., Aslan, O., & Deault, L. (2010). Improving literacy and metacognition with electronic portfolios: Teaching and Learning with Epearl. Computers & Education, 55(1), 84–91.
Michalsky, T., Mevarech, Z. R., & Haibi, L. (2009). Elementary school 
Morgeson, F. P., Campion, M. A., Dipboye, R. L., Hollenbeck, J. R., Murphy, K., & Schmitt, N. (2007). Reconsidering The Use Of Personality Tests In Personnel Selection Contexts. Personnel Psychology, 60(3), 683-729. doi:10.1111/j.1744-6570.2007.00089.x
Moses, B. (1997). Career intelligence: Mastering the new work and personal realities. Toronto: Stoddard.
Mullins, J. L. (1999). Management and organisational behaviour. Lon don: Prentice Hall.
Naylor, J. C., Pritchard, R. D., & Ilgen, D. R. (1980). A theory of behavior in organizations. New York: Academic Press.
Nearly Three in Four Employers Affected by a Bad Hire, According to a Recent CareerBuilder Survey. (2017). Retrieved from http://press.careerbuilder.com/2017-12-07-Nearly-Three-in-Four-Employers-Affected-by-a-Bad-Hire-According-to-a-Recent-CareerBuilder-Survey
Nelson, T. O. (1996). Consciousness and metacognition. American Psy chologist, 51(2), 102–116. https://doi.org/10.1037/0003-066X.51.2.102
Ng, E. S., Schweitzer, L., & Lyons, S. T. (2010). New Generation, Great Expectations: A Field Study of the Millennial Generation. Journal of Business and Psychology, 25(2), 281-292. doi:10.1007/s10869-010-9159-4
Oxford, R.L. (1990). Language learning strategies: What every teacher should know. Rowley, Mass: Newbury House.
Paris, S. G. & Winograd, P. (1990). Promoting metacognition and moti vation of exceptional children. Remedial and Special Education, 11(6), 7-15.
Patel, V. L., & Groen, G. J. (1986). Knowledge-based solution strate gies in medical reasoning. CognitiveScience, 10, 91–116.
Peskin, J. (1998). Constructing Meaning When Reading Poetry: An Ex pert-Novice Study. Cognition and Instruction, 16(3), 235-263. doi:10.1207/s1532690xci1603_1
Piaget, J. (1959). The language and thought of the child (3rd ed.). London: Routledge & Kegan Paul. (M. Gabain, trans.)
Piaget, J. (1964/1968). Six psychological studies. New York: Random House (A. Tenzer, trans.; original work published in 1964).
Piaget, J. (1976). Predominantly cognitive theories. In B. R. Hergen hahn (Eds.), An introduction to theories to learning (pp. 266-284). Englewood Cliffs, NJ: Prentice-Hall.
Pressley, M., Symons, S., Snyder, B. L., & Cariglia-Bull, T. (1989). Strategy instruction research comes of age. Learning Disability Quarterly, 12(1), 16-30.
Roe, Robert. (1998). Personnel selection: Principles, models and techniques.
Roe, R.A. (1984). Advances in performance modeling: The case of va lidity generalization. Paper presented at the symposium “Advances in Testing”. Acapulco, Mexico, 6 September.
Roe, R.A. (1989). Designing selection procedures. In P. Herriot (Ed.), Assessment and selection in organization: Methods and practice for recruitment and appraisal (pp. 127-142). Chichester: Wiley.
Schneider, W. & Lockl, K. (2002). The development of metacognitive knowledge in children and adolescents. In Perfect, T. & Schwartz, B. (Eds.), Applied metacognition. Cambridge, UK: Cambridge University Press.
Schneider, W. (2008). The development of metacognitive knowledge in children and adolescents: Major trends and implications for education. Mind, Brain, and Education, 2(3), 114-121.
Schoenfeld, A.H. (1987). What's all the fuss about metacognition ? In Schoenfeld, A.H. (ed.), Cognitive Science and Mathematics Education, chapter 8, 189-215. Lawrence Erlbaum Associates
Schraw, G. (1998). Promoting general metacognitive awareness. In structional Science, 26(1-2), 113-125.
Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive aware ness. Contemporary educational psychology, 19(4), 460-475.
Schraw, G., & Moshman, D. (1995). Metacognitive Theories. Educational Psychology Review, 7, 351-371. https://doi.org/10.1007/BF02212307
Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-reg ulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36, 111-139.
Sennaar, K. (2019, May 20). Machine Learning for Recruiting and Hir ing – 6 Current Applications. Retrieved June 16, 2019, from https://emerj.com/ai-sector-overviews/machine-learning-for-recruiting-and-hiring/.
Shanteau, J. (1992). The Psychology of Experts An Alternative View. Expertise and Decision Support, 11-23. doi:10.1007/978-0-585-34290-0_2
Sperling, R. A., Howard, B. C., Miller, L. A., & Murphy, C. (2002). Measures of children’s knowledge and regulation of cognition. Contemporary Educational Psychology, 27, 51-79.
Sternberg, R. J. (1980). Sketch of a componential subtheory of intel ligence. Behavioral and Brain Sciences, 3, 573-584
Sternberg, R. J. (1985). Beyond IQ: A triarchic theory of human in telligence. New York: Cambridge University Press.
Sternberg, R. J., & Horvath, J. A. (1995). A Prototype View of Expert Teaching. Educational Researcher, 24(6), 9-17. doi:10.3102/0013189x024006009
Swanson, H. L. (1990). Influence of metacognitive knowledge and apti tude on problem solving. Journal of Educational Psychology, 82(2), 306-314. doi:10.1037/0022-0663.82.2.306
Thebe, T.P. & Van der Waldt, G. 2014. A Recruitment and Selection Process Model: The case of the Department of Justice and Constitutional Development. Administratio Publica, 22(3): 6-29
Thorndike, R. L. (1949). Personnel selection. New York: Wiley
Tversky, A. & Kahneman, D. (1974). Judgment under uncertainty: Heu ristics and biases. Science, 185, 1124-1131.
Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning, 1(1), 3–14. https://doi.org/10.1007/s11409-006-6893-0
Vygotsky, L.S. (1978) Mind in Society. The Development of Higher Psy chological Processes. Cambridge, MA: Harvard University Press.
Wang, M. C., Haertel, G. D., & Walberg, H. J. (1990). What influences learning? A content analysis of review literature. Journal of Educational Research, 84(1), 30-43.
Westerman, D. A. (1991). Expert and Novice Teacher Decision Mak ing. Journal of Teacher Education, 42(4), 292–305. 
Whitebread, D., Coltman, P., Pasternak, D. P., Sangster, C., Grau, V., Bingham, S., Almeqdad, Q., & Demetriou, D. (2009). The development of two observational tools for assessing metacognition and self-regulated learning in young children. Metacognition and Learning, 4(1), 63-85.
Young, A., & Fry, J.D. (2008). Metacognitive awareness and academic achievement in college students. Journal of the Scholarship of Teaching and Learning, 8(2), 1-10.
Zee, K. I., Bakker, A. B., & Bakker, P. (2002). Why are structured interviews so rarely used in personnel selection? Journal of Applied Psychology, 87(1), 176-184. doi:10.1037/0021-9010.87.1.176
Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Over view. Theory Into Practice,41(2), 64-70. doi:10.12