Alario, C., Estevez, I., Perez, M., Delgado Kloos, C., & Fernandez, C. (2017). Understanding learners’ motivation and learning strategies in MOOCs. Int Rev Res Open Dis Lear, 18(3),119-137.
Awidi, T., & Paynter, M. (2019). The impact of a flipped classroom approach on student learning experience. Comput Educ, 128(1), 269-283.
Biggs, J. (2003). Aligning teaching for constructing learning. J Higher Educ Acad, 1(4),1-4.
Bear, A.A. (2012). Technology, learning, and individual differences. J Adult Educ, 41(2), 27-42.
Curşeu, P.L., & Pluut, H. (2013). Student groups as learning entities: The effect of group diversity and teamwork quality on groups' cognitive complexity. Stud. High. Educ, 38(1), 1-28
David, J., Lobova, A., & Lanza, M. (2019). Attaining learning objectives by ontological reasoning using digital twins. Procedia Manuf, 31(1), 349-355.
Elhamifar, A., Mehdinezhad, V., & Farnam, A. (2019). The effect of critical thinking on metacognitive knowledge and epistemological beliefs of high school students. Iran J socio Educ, 2(3), 47-55.
Fan, W., & Williams, C.M. (2010). The effects of parental involvement on students’ academic self‐efficacy, engagement and intrinsic motivation. Educ Psychol, 30(1), 53- 74.
Fouladchang, M. (2005). The study of the effect of metacognitive instruction on mathematics achievement. Innov Educ, 14(4), 162-149.
Gilavand, A., & Jamshidnezhad, A. (2016). The effect of noise in educational institutions on learning and academic achievement of elementary students in Ahvaz, southwest of Iran.
Int J Pediatr, 4(3), 1453-1463
Ghobari-Bonab, B., Afrooz, G.A., Hasanzadeh, S., Bakhshi, J., & Pirzadi, H. (2012). The impact of teaching active metacognitive thinking-oriented strategies and self-monitoring on realing comprehension of students with the reading difficulties. J Learn Disabil, 1(2), 77-97.
Hayat, A.A., Shateri, K., & Amini, M. (2020). Relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: a structural equation model. BMC Med Educ, 20(76), 2-11.
Hosseini Shahidi, L., Atarodi, A., & Moghimian, M. (2005). Examining the application of studying strategies and student’s learning. J Gonabad Univ Med Sci Health Serv, 11(1), 65-53.
Jansen, A., & Spitzer, S.M. (2009). Prospective middle school mathematics teachers’ reflective thinking skills: descriptions of their students’ thinking and interpretations of their teaching. J Math Teacher Educ, 12, 133–151.
Kadivar, P. (2007). Educational psychology (2th ed). Tehran: Samt.
Kamenez, N.V., Aleshugina, E.A., Vaganova, O.I., Smirnova, Z.V., Chanchina, A.V. Competency-oriented improvement of an additional language educational program in technical higher education. Int. J. Mech. Eng. Techno, 9(11), 1137–1145.
Kember, D., Leung, D., & Jones, A. (2000). Development of a questionnaire to measure the level of reflective thinking. Assess Eval High Educ, 25 (4), 381-395.
Khademi, M., & Noshadi, N. (2006). Investigation of the relationship between learning self-regulation, goal orientation, and academic achievement in college students in Shiraz. J Soc Hum Sci, 25(4), 78-63.
Khormaei, F., & Khayyer, M. (2006). Examining the causal model of motivational orientation, personality traits, and cognitive strategies. J soc sci human, 25 (4), 97-79.
Malik, A.A., Khan, R.A., Malik, H.N., Humayun, A., Butt, N.S., & Baig, M. (2019). Assessing reliability and validity of Revised Biggs Two-Factor study process questionnaire to measure learning approaches among undergraduate medical students in Lahore, Pakistan. J Pak Med Assoc, 69(3), 337-342.
Mann, K., Gordon, J. & MacLeod, A. (2009). Reflection and reflective practice in health professions education: a systematic review. Adv in Health Sci Educ, 14(4), 595–621.
, A. (2014). Assessing the reliability and validity of the revised two factor study process questionnaire (R-SPQ2F) in Ghanaian medical students. J Educ Eval Health Prof, 11
Moritz, S., & Lysaker P.H. (2018). Metacognition – What did James H. Flavell really say and the implications for the conceptualization and design of metacognitive interventions. Schizophr Res, 201(1), 20-26.
Perkins, D.N., Simmons, R., & Tishman, S. (1990). Teaching cognitive and metacognitive strategies. J Struct learn, 10(4), 285-303.
Seif, A.K., & Kayyer, M. (2008). The relationship between learning approaches and motivational beliefs among a group of engineering and medical students in Shiraz universities. J Educ Psychol Sci, 14(1), 82-57.
Shahrabadi, E., Rezaian, M., & Haghdoost, A.A. (2013). The relationship between studying and learning approaches and academic achievements of students in Rafsenjan University of Medical Sciences. Iran. J Med Sci, 13(10), 868-860.
Shirinzadeh Dastgiri, S., Goudarzi, M.A., Rahimi, C., & Naziri Gh. (2009). Study of factor structure, validity and reliability of metacognition questionnaire. J Psychol, 12(1), 445-461.
Stephanou, G., & Mpiontini, M. (2017). Metacognitive knowledge and metacognitive regulation in self-regulatory learning style, and in its effects on performance expectation and subsequent performance across diverse school subjects. J Psychol, 8(12), 1941-1975.
Tronson N., C. (2018). Focus on females: A less biased approach for studying strategies and mechanisms of memory. Curr Opin Behav Sci, 23(1), 92-97.
Williams, M., & Tang, K.S. (2020). The implications of the non-linguistic modes of meaning for language learners in science: a review. Int J Sci Educ, 42 (7), 1041-1067.