Marcel V. J. Veenman

6.8k total citations · 2 hit papers
45 papers, 4.5k citations indexed

About

Marcel V. J. Veenman is a scholar working on Developmental and Educational Psychology, Education and Artificial Intelligence. According to data from OpenAlex, Marcel V. J. Veenman has authored 45 papers receiving a total of 4.5k indexed citations (citations by other indexed papers that have themselves been cited), including 38 papers in Developmental and Educational Psychology, 23 papers in Education and 7 papers in Artificial Intelligence. Recurrent topics in Marcel V. J. Veenman's work include Innovative Teaching and Learning Methods (35 papers), Educational Strategies and Epistemologies (23 papers) and Education and Critical Thinking Development (12 papers). Marcel V. J. Veenman is often cited by papers focused on Innovative Teaching and Learning Methods (35 papers), Educational Strategies and Epistemologies (23 papers) and Education and Critical Thinking Development (12 papers). Marcel V. J. Veenman collaborates with scholars based in Netherlands, United States and Germany. Marcel V. J. Veenman's co-authors include B.H.A.M. van Hout‐Wolters, Peter Afflerbach, Jan J. Elshout, J.J. Beishuizen, Joost Meijer, Charlotte Dignath, Pascal Wilhelm, Frans J. Prins, Anke W. Blöte and Vittorio Busato and has published in prestigious journals such as SHILAP Revista de lepidopterología, Computers in Human Behavior and Computers & Education.

In The Last Decade

Marcel V. J. Veenman

44 papers receiving 4.1k citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

Metacognition and learning: conceptual and methodological considerations

2006 1.3k citations Marcel V. J. Veenman, B.H.A.M. van Hout‐Wolters et al. Metacognition and Learning profile →
The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies

2020 202 citations Charlotte Dignath, Marcel V. J. Veenman Educational Psychology Review profile →

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Marcel V. J. Veenman Netherlands	29	3.5k	2.6k	656	383	375	45	4.5k
Jennifer G. Cromley United States	26	2.5k 0.7×	2.0k 0.8×	957 1.5×	531 1.4×	446 1.2×	87	4.0k
Peter Afflerbach United States	23	3.2k 0.9×	2.5k 1.0×	463 0.7×	177 0.5×	169 0.5×	52	4.5k
Anastasia Efklides Greece	31	2.3k 0.7×	1.5k 0.6×	1.2k 1.8×	265 0.7×	920 2.5×	86	4.0k
Lucia Masón Italy	40	2.9k 0.8×	2.8k 1.1×	1.1k 1.7×	139 0.4×	416 1.1×	124	4.7k
Krista R. Muis Canada	33	2.6k 0.8×	2.4k 0.9×	1.1k 1.6×	245 0.6×	631 1.7×	72	4.1k
Rita Dunn United States	30	2.4k 0.7×	2.3k 0.9×	422 0.6×	252 0.7×	527 1.4×	127	3.8k
Lyn Corno United States	26	2.1k 0.6×	3.2k 1.3×	889 1.4×	355 0.9×	893 2.4×	63	4.9k
Erik De Corte Belgium	36	2.4k 0.7×	3.5k 1.4×	679 1.0×	283 0.7×	241 0.6×	188	4.8k
Joseph C. Campione United States	26	3.0k 0.8×	1.7k 0.7×	665 1.0×	183 0.5×	300 0.8×	58	4.1k
Ivar Bråten Norway	50	5.6k 1.6×	4.3k 1.7×	1.1k 1.7×	180 0.5×	460 1.2×	152	6.9k

Countries citing papers authored by Marcel V. J. Veenman

Since Specialization

Citations

This map shows the geographic impact of Marcel V. J. Veenman's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Marcel V. J. Veenman with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Marcel V. J. Veenman more than expected).

Fields of papers citing papers by Marcel V. J. Veenman

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Marcel V. J. Veenman. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Marcel V. J. Veenman. The network helps show where Marcel V. J. Veenman may publish in the future.

Co-authorship network of co-authors of Marcel V. J. Veenman

This figure shows the co-authorship network connecting the top 25 collaborators of Marcel V. J. Veenman. A scholar is included among the top collaborators of Marcel V. J. Veenman based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Marcel V. J. Veenman. Marcel V. J. Veenman is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Dignath, Charlotte & Marcel V. J. Veenman. (2020). The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies. Educational Psychology Review. 33(2). 489–533. 202 indexed citations breakdown →

Veenman, Marcel V. J., et al.. (2018). Measuring metacognitive skills for mathematics: students’ self-reports versus on-line assessment methods. ZDM. 51(4). 691–701. 60 indexed citations

Veenman, Marcel V. J.. (2017). Assessing Metacognitive Deficiencies and Effectively Instructing Metacognitive Skills. Teachers College Record The Voice of Scholarship in Education. 119(13). 1–20. 20 indexed citations

Janssen, Fred, et al.. (2015). Identifying a framework for graphing formulas from expert strategies. The Journal of Mathematical Behavior. 39. 121–134. 7 indexed citations

Veenman, Marcel V. J.. (2015). Thinking about metacognition improves thinking. 304–312. 7 indexed citations

Veenman, Marcel V. J., et al.. (2014). Assessing Developmental Differences inMetacognitive Skills With Computer Logfiles: Gender by Age Interactions. SHILAP Revista de lepidopterología. 8 indexed citations

Schellings, Gonny, B.H.A.M. van Hout‐Wolters, Marcel V. J. Veenman, & Joost Meijer. (2012). Assessing metacognitive activities: the in-depth comparison of a task-specific questionnaire with think-aloud protocols. European Journal of Psychology of Education. 28(3). 963–990. 57 indexed citations

Veenman, Marcel V. J.. (2011). Alternative assessment of strategy use with self-report instruments: a discussion. Metacognition and Learning. 6(2). 205–211. 196 indexed citations

Veenman, Marcel V. J., et al.. (2009). The increasing role of metacognitive skills in math: a cross-sectional study from a developmental perspective. ZDM. 42(2). 219–229. 47 indexed citations

10.

Veenman, Marcel V. J., et al.. (2008). Relation between intellectual ability and metacognitive skillfulness as predictors of learning performance of young students performing tasks in different domains. Learning and Individual Differences. 18(1). 128–134. 88 indexed citations

11.

Veenman, Marcel V. J., B.H.A.M. van Hout‐Wolters, & Peter Afflerbach. (2006). Metacognition and learning: conceptual and methodological considerations. Metacognition and Learning. 1(1). 3–14. 1294 indexed citations breakdown →

12.

Veenman, Marcel V. J.. (2006). The role of intellectual and metacognitive skills in math problem solving. UvA-DARE (University of Amsterdam). 35–50. 22 indexed citations

13.

Meijer, Joost, Marcel V. J. Veenman, & B.H.A.M. van Hout‐Wolters. (2006). Metacognitive activities in text-studying and problem-solving: Development of a taxonomy. Educational Research and Evaluation. 12(3). 209–237. 162 indexed citations

14.

Veenman, Marcel V. J.. (2005). The assessment of metacognitive skills: what can be learned from multi-method designs?. UvA-DARE (University of Amsterdam). 77–99. 163 indexed citations

15.

Blöte, Anke W., et al.. (2004). Discovery and maintenance of the many‐to‐one counting strategy in 4‐year‐olds: A microgenetic study. British Journal of Developmental Psychology. 22(1). 83–102. 10 indexed citations

16.

Veenman, Marcel V. J., et al.. (2003). Learning styles: Self‐reports versus thinking‐aloud measures. British Journal of Educational Psychology. 73(3). 357–372. 117 indexed citations

17.

Veenman, Marcel V. J.. (2001). The assessment of metacognitive skillfulness.. UvA-DARE (University of Amsterdam). 4 indexed citations

18.

Veenman, Marcel V. J. & Jan J. Elshout. (1999). Changes in the relation between cognitive and metacognitive skills during the acquisition of expertise. European Journal of Psychology of Education. 14(4). 509–523. 110 indexed citations

19.

Veenman, Marcel V. J., et al.. (1993). Thinking aloud: does it affect regulatory processes in learning?. UvA-DARE (University of Amsterdam). 18(6). 322–330. 43 indexed citations

20.

Elshout, Jan J., Marcel V. J. Veenman, & Janet G. van Hell. (1993). Using the computer as a help tool during learning by doing. Computers & Education. 21(1-2). 115–122. 16 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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