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SNSF (Starting Grant) Professor, University of Zurich, Department of Psychology. Leader of the research group “Metacognitive Development during Childhood and Adolescence”
Education |
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| 2022 | Habilitation (Psychology), University of Bern (Switzerland) |
| 2014 | Ph.D. Maastricht University (The Netherlands) |
| 2006 | M.Sc. (Psychology), University of Utrecht (The Netherlands) |
Employment |
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| 2023 - present | SNSF (Starting Grant) Professor of Metacognitive Development. University of Zurich, Switzerland. Department of Psychology |
| 2019-2023 | Team Leader Study and Exam Management (Psychology Studies, Minor Neuroscience, and Doctoral Program Brain and Behavioral Sciences). University of Bern |
| 2015-2023 | Researcher (PostDoc/Oberassistentin). Department of Developmental Psychology, University of Bern, Switzerland |
| 2013-2015 | Assistant Professor. Maastricht University, The Netherlands. Faculty of Health, Medicine and Life Sciences, Department of Educational Research |
| 2009-2013 | Doctoral Student. Maastricht University, The Netherlands. Faculty of Health, Medicine, and Life Sciences, Department of Educational Research |
Publications in Peer-Reviewed Scientific Journals:
Van Loon, M. H., & Oeri, N. S. (2023). Examining on-task regulation in school children: Interrelations between monitoring, regulation, and task performance. Journal of Educational Psychology. DOI: 10.1037/edu0000781
Van Loon, M.H., Bayard, N. S.; Steiner, M.; Roebers, C.M. (2022). The accuracy and annual rank-order stability of elementary school children's self-monitoring judgments. Journal of Applied Developmental Psychology, 80, 101419. DOI: 10.1016/j.appdev.2022.101419
Van Loon, M.H., Bayard, N.S., Steiner, M., & Roebers, C.M. (2021). Connecting teachers’ classroom instructions with children’s metacognition and learning in elementary school. Metacognition and Learning, 16, 623-650. DOI: 10.1007/s11409-020-09248-2
Roebers, C., Van Loon, M.H., Bühler, F.J., Bayard, N., Steiner, M., & Aeschlimann, E.A. (2021). Exploring psychometric properties of children's metacognitive monitoring. Acta Psychologica. DOI: 10.1016/j.actpsy.2021.103399
Buehler, F. J., Van Loon, M. H., Bayard, N. S., Steiner, M., & Roebers, C. M. (2021). Comparing metacognitive monitoring between native and non-native speaking primary school students. Metacognition and Learning, 16, 749-768. DOI: 10.1007/s11409-021-09261-z
Bayard, N.S., Van Loon, M.H., Steiner, M., & Roebers, C.M. (2021). Developmental improvements and persisting difficulties in children’s metacognitive monitoring and control skills: Cross-sectional and longitudinal perspectives. Child Development, 92, 1118-1136. DOI: 10.1111/cdev.13486
Versteeg, M., Van Loon, M.H., Wijnen-Meijer, M., & Steendijk, P. (2020). Refuting misconceptions in medical physiology. BMC Medical Education, 20, 250. DOI: 10.1186/s12909-020-02166-6
Van Loon, M.H., & Roebers, C.M. (2020). Using feedback to improve monitoring judgment accuracy in kindergarten children. Early Childhood Research Quarterly, 53, 301-313. DOI: 10.1016/j.ecresq.2020.05.007.
Van de Pol, J., Van Loon, M.H., Van Gog, T., Braumann, S., & De Bruin, A. (2020). Mapping and drawing to improve students’ and teachers’ monitoring and regulation of students’ learning from text: Current findings and future directions. Educational Psychology Review 32, 951–977. DOI: 10.1007/s10648-020-09560-y
Steiner, M., Van Loon, M.H., Bayard, N.S., & Roebers, C.M. (2020). Development of children’s monitoring and control when learning from texts: effects of age and test format. Metacognition and Learning 15, 3–27. DOI: 10.1007/s11409-019-09208-5
Roebers, C. M., Mayer, B., Steiner, M., Bayard, N. S., & Van Loon, M.H. (2019). The role of children’s metacognitive experiences for cue utilization and monitoring accuracy: A longitudinal study. Developmental Psychology, 2077-2089. DOI: 10.1037/dev0000776
Van Loon, M.H., & Van de Pol, J. (2019). Judging own and peer performance when using feedback in elementary school. Learning and Individual Differences, DOI: 10.1016/j.lindif.2019.101754
Van de Pol, J., De Bruin, A., Van Loon, M.H., & Van Gog, T. (2019). Students’ and teachers’ monitoring and regulation of students’ text comprehension: Effects of comprehension cue availability. Contemporary Educational Psychology, 236-249. DOI: 10.1016/j.cedpsych.2019.02.001
Van Loon, M.H., & Roebers, C. (2017). Effects of feedback on self-evaluations and self-regulation in elementary school. Applied Cognitive Psychology. DOI: 10.1002/acp.3347
Destan, N., Spiess, M. A., De Bruin, A., Van Loon, M.H., & Roebers, C. M. (2017). 6-and 8-year-olds’ performance evaluations: Do they differ between self and unknown others? Metacognition and Learning, 1-22. DOI: 10.1007/s11409-017-9170-5
Van Loon, M.H., De Bruin, A., Leppink, J., & Roebers, C. (2017). Why are children overconfident? Developmental differences in the implementation of accessibility cues when judging concept learning. Journal of Experimental Child Psychology, 158, 77-94. DOI: 0.1016/j.jecp.2017.01.008
Rich, P. R., Van Loon, M.H., Dunlosky, J., & Zaragoza, M.S. (2017). Belief in corrective feedback for common misconceptions: Implications for knowledge revision. Journal of Experimental Psychology: Learning, Memory, and Cognition, 43(3), 492. DOI: 10.1037/xlm0000322
Van Loon, M.H., Destan, N., Spiess, M.A., De Bruin, A., & Roebers, C. M. (2017). Developmental progression in performance evaluations: Effects of children's cue-utilization and self-protection. Learning and Instruction. DOI: 10.1016/j.learninstruc.2016.11.011
Leppink, J., Kok, E.M., Bergman, E.M., Van Loon, M.H., & De Bruin, A.B.H. (2016). Four common pitfalls of quantitative analysis in experimental research. Academic Medicine, 91(6), 891. DOI: 10.1097/ACM.0000000000000946
Van Loon, M.H., Dunlosky, J., Van Gog, T., Van Merriënboer, J.J.G, & De Bruin, A.B.H. (2015). Refutations in science texts lead to hypercorrection of misconceptions held with high confidence. Contemporary Educational Psychology, 42, 39-48. DOI: 10.1016/j.cedpsych.2015.04.003
Van Loon, M.H., De Bruin, A.B., Van Gog, T., Van Merriënboer, J.J.G., & Dunlosky, J. (2014). Can students evaluate their understanding of cause-and-effect relations? The effects of diagram completion on monitoring accuracy. Acta Psychologica, 151, 143-154. DOI: 10.1016/j.actpsy.2014.06.007
Van Loon, M.H., Kok, E.M., Kamp, R.J.A., Bohle Carbonell, K., Beckers, J., Frambach, J., & De Bruin, A.B.H. (2013). AM Last Page: Avoiding five common pitfalls of experimental research in medical education. Academic Medicine, 88, 1588. DOI: 10.1097/ACM.0b013e3182a36cc6
Van Loon, M.H., De Bruin, A.B.H., Van Gog, T., & Van Merriënboer, J.J.G. (2013). The effect of delayed-JOLs and sentence generation on children’s monitoring accuracy and regulation of idiom study. Metacognition and Learning, 2, 173-191. DOI: 10.1007/s11409-013-9100-0
Van Loon, M.H., De Bruin, A.B.H., Van Gog, T., & Van Merriënboer, J.J.G. (2013). Activation of inaccurate prior knowledge affects primary-school students’ metacognitive judgments and calibration. Learning and Instruction, 24, 15-25. DOI: 10.1016/j.learninstruc.2012.08.005
Contributions to books (peer-reviewed):
Van Loon, M.H., & Roebers, C. M. (2021). Using feedback to support children when monitoring and controlling their learning. In D. Moraitou & P. Metallidou (Eds.) Trends and Prospects in Metacognition Research across the Life Span (pp 161-184). Springer International Publishing. DOI: 10.1007/978-3-030-51673-4_8
Van Loon, M.H. (2018). Self-assessment and self-reflection to measure and improve self-regulated learning in the workplace. In McGrath, S., Mulder, M., Papier, J., & Suart, R. (Eds.) Handbook of Vocational Education and Training: Developments in the Changing World of Work. Springer International Publishing.