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Busato, V. V., Veenman, M. V. J., & Elshout, J. J. (1993). Metacognitieve instructies in een computer-ondersteunde leeromgeving. De Psycholoog, 28, 13-18.
De Jong, T., Beishuizen, J., Hulshof, C., Prins, F., Van Rijn, H., Van Someren, M., Veenman, M., & Wilhelm, P. (2005). Determinants of discovery learning in a complex simulation learning environment. In P. Gärderfors, & P. Johansson (Eds.), Cognition, education and communication technology (pp. 257-283). Mahwah, NJ: Erlbaum.
Desoete, A. & Veenman, M. V. J. (2006), Metacognition in mathematics education. Hauppauge: Nova Science Publishers.
Desoete, A. & Veenman, M. V. J. (2006). Introduction. In A. Desoete, & M. V. J. Veenman (Eds.), Metacognition in mathematics education (pp. 1-10). Hauppauge: Nova Science Publishers.
Dignath, Ch., Büttner, G., & Veenman, M. V. J. (2008). Investigating mathematics teachers’ promotion of self-regulated learning: A multi-method approach. International Journal of Psychology, 43, 561.
Duinmaijer, A. F., Luit, J. E. H. van, Veenman, M. V. J., & Vendel, P. C. M. (1997 - heden), Hulp bij leerproblemen; Rekenen-wiskunde. Zoetermeer: Betelgeuze.
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Elshout, J. J., & Veenman, M. V. J. (1992). Relation between intellectual ability and working method as predictors of learning. Journal of Educational Research, 85, 134-143.
Elshout, J. J., Veenman, M. V. J., & van Hell, A. G. (1993). Using the computer as a help tool during learning by doing. Computers & Education, 21, 115-122.
Kop, P. M. G. M., Janssen, F. J. J. M., Drijvers, P. H. M., Veenman, M. V. J., & Van Driel, J. H. (2015). Identifying a framework for graphing formulas from expert strategies. Journal of Mathematical Behavior, 39, 121-134.
Meijer, J., Veenman, M. V. J., & van Hout-Wolters, B. H. A. M. (2006). Metacognitive activities in text-studying and problem-solving: Development of a taxonomy. Educational Research and Evaluation, 12, 209-237.
Meijer, J., Veenman, M. V. J., & van Hout-Wolters, B. H. A. M. (2012). Multi-domain, multi-method measures of metacognitive activity. Research Papers in Education, 27, 597-627.
Pijls, M., Dekker, R., Van Hout-Wolters, B., & Veenman, M. (2007). Samenwerkend computerondersteund wiskunde leren en de rol van de docent in havo-4. Pedagogische Studiën, 84, 391-406.
Prins, F. J., Veenman, M. V. J., & Elshout, J. J. (2006). The impact of intellectual ability and metacognition on learning: New support for the threshold of problematicity theory. Learning and Instruction, 16, 374-387.
Schellings, G., Van Hout-Wolters, B., Veenman, M., & Meijer, J. (2013). Assessing metacognitive activities: The in-depth comparison of a task-specific questionnaire with think-aloud protocols. European Journal of Psychology of Education, 28, 963-990.
Shaughnessy, M. F., Veenman, M. V. J., & Kleyn-Kennedy, C. (2008). Meta-cognition: A recent review of research, theory, and perspectives. Hauppage: Nova Science Publishers.
Spaans, M., & Veenman, M. (2002). Intelligence and metacognition: Determinants of learning at different ages and different tasks. In N. Garnefski (Ed.), Coping with psychology, Vol. III (pp. 81-101). Leiden: Leiden University.
Van der Stel, M., & Veenman, M.V.J. (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, 128-134.
Van der Stel, M., & Veenman, M. V. J. (2010). Development of metacognitive skillfulness: A longitudinal study. Learning and Individual Differences, 20, 220-224.
Van der Stel, M., & Veenman, M. V. J. (2014). Metacognitive skills and intellectual ability of young adolescents: A longitudinal study from a developmental perspective. European Journal of Psychology of Education, 29, 117-137.
Van der Stel, M., Veenman, M. V. J., Deelen, K., & Haenen, J. (2010). Development of metacognitive skills in mathematics. ZDM International Journal on Mathematics Education, 42, 219-229.
Veenman, M. V. J. (1993). Intellectual ability and Metacognitive skill: determinants of discovery learning in computerized learning environments. Dissertation. Amsterdam: University of Amsterdam.
Veenman, M. V. J. (1994). Intelligentie en probleemaanpak. Psycholoog, 29, 223-228.
Veenman, M. V. J. (1995). Dat kleine beetje extra. Psychologie, 14, 40-41.
Veenman, M. V. J. (1996). Kroniek zesde EARLI-conferentie Nijmegen, 26-31 augustus 1995: Metacognitie. Pedagogische Studiën, 73, 60-61.
Veenman, M. V. J. (1998). Kennis en vaardigheden; Soorten kennis een vaardigheden die relevant zijn voor reken-wiskunde taken. In A. Andeweg, J. E. H. van Luit, M. V. J. Veenman, & P. C. M. Vendel (Red.), Hulp bij leerproblemen; Rekenen-wiskunde (pp. G0050.1-13). Alphen a/d Rijn: Samsom H.D. Tjeenk Willink.
Veenman, M. V. J. (1999). It takes two to tango: over het samenspel van intellectuele en metacognitieve vaardigheden. In R. Hamel, M. Elshout-Mohr, & M. Milikowski (Red.), Meesterschap; Zestien stukken over intelligentie, leren, denken en probleemoplossen voor Jan J. Elshout (pp. 187-196). Amsterdam: Vossiuspers AUP.
Veenman, M. V. J. (2000). Materiaal voor leerlingen, algemeen: metacognitieve werk-kaarten. In A. Andeweg, J. E. H. van Luit, M. V. J. Veenman, & P. C. M. Vendel (Red.), Hulp bij leerproblemen; Rekenen-wiskunde (pp. G0500.1-6). Alphen a/d Rijn: Samsom H.D. Tjeenk Willink.
Veenman, M. V. J. (2002). Conferentieverslag 9th Conference of the European Association for Research on Learning and Instruction (EARLI), August 28th – September 1st 2001, Fribourg (Zwitserland): Learning and Cognition. Pedagogische Studiën, 79, 64-65.
Veenman, M. V. J. (2003). Problemen bij bevraging van metacognitieve activiteiten. In A. F. Duinmaijer, J. E. H. van Luit, M. V. J. Veenman, & P. C. M. Vendel (Red.), Hulp bij leerproblemen: Rekenen-wiskunde (pp. G0051.1-5). Alphen a/d Rijn: Kluwer.
Veenman, M. V. J. (2004). Faalangst, een dobbelsteen met zes zijden. [Fear of failure: A dice with six sides.] Remediaal, 4(5), 3-9.
Veenman, M. V. J. (2004). Metacognitieve vaardigheid aan het roer van leerprocessen [Metacognitive skillfulness at the helm of learning processes]. Toolkit, Update 4. Alphen a/d Rijn: Kluwer.
Veenman, M. V. J. (2005). Thurstone’s scales of primary abilities. In K. Kempf-Leonard (Ed.), Encyclopedia of social measurement. Volume 3 (pp. 811-815). San Diego: Academic Press.
Veenman, M. V. J. (2005). The assessment of metacognitive skills: What can be learned from multi-method designs? In C. Artelt, & B. Moschner (Eds), Lernstrategien und Metakognition: Implikationen für Forschung und Praxis (pp. 77-99). Münster: Waxmann.
Veenman, M. V. J. (2006). The role of intellectual and metacognitive skills in math problem solving. In A. Desoete, & M. V. J. Veenman (Eds.), Metacognition in mathematics education (pp. 35-50). Hauppauge: Nova Science Publishers.
Veenman, M. V. J. (2006). Self-questioning as a metacognitive skill. In H. Pedrosa de Jesus, & H. van der Meij (Eds.), Research on questioning. Aveiro: University of Aveiro.
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Veenman, M. V. J. (2007). The assessment and instruction of self-regulation in computer-based environments: A discussion. Metacognition and Learning, 2, 177-183.
Veenman, M. V. J. (2008). Giftedness: Predicting the speed of expertise acquisition by intellectual ability and metacognitive skillfulness of novices. In M. F. Shaughnessy, M. V. J. Veenman, & C. Kleyn-Kennedy (Eds.), Meta-cognition: A recent review of research, theory, and perspectives (pp. 207-220). Hauppage: Nova Science Publishers.
Veenman, M. V. J. (2009). Editorial 2009. Metacognition and Learning, 4, 1-2.
Veenman, M. V. J. (2009). Metacognition in intellectually gifted children. Amor & Psyche, 1, 7-8.
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Veenman, M. V. J. (2011). Learning to self-monitor and self-regulate. In R. Mayer, & P. Alexander (Eds.), Handbook of research on learning and instruction (pp. 197-218). New York: Routledge.
Veenman, M. V. J. (2011). Alternative Assessment of Strategy Use with Self-report Instruments: A discussion. Metacognition and Learning, 6, 205-211.
Veenman, M. V. J. (2012). Metacognition in science education: Definitions, constituents, and their intricate relationship with cognition. In A. Zohar, & Y. J. Dori (Eds.), Metacognition in science education: Trends in current research (pp. 21-36). New York/Berlin: Springer.
Veenman, M. V. J. (2013). Een tijdschrift moet wel artikelen accepteren, zelfs wanneer er nuleffecten worden gerapporteerd. De Psycholoog, 48, 44-45.
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Veenman, M. V. J. (2013). Metacognitie bepaalt leerresultaat. Didactief online (http://www.didactiefonline.nl/blog-blonz/11701-metacognitie).
Veenman, M. V. J. (2013). Training metacognitive skills in students with availability and production deficiencies. In H. Bembenutty, T. Cleary, & A. Kitsantas (Eds.), Applications of Self-Regulated Learning across diverse disciplines: A tribute to Barry J. Zimmerman (pp. 299-324). Charlotte, NC: Information Age Publishing.
Veenman, M. V. J. (2015). Teaching for metacognition. In J. D. Wright (Ed.), International encyclopedia of social and behavioral sciences, 2nd ed., Vol. 24 (pp. 89-95). Oxford: Elsevier.
Veenman, M. V. J. (2015). Thinking about metacognition improves thinking. In R. Wegerif, J. Kaufman, & L. Li (Eds.), Handbook of Research on Teaching Thinking (pp. 280-288). New York: Routledge.
Veenman, M. V. J. (2015). Metacognitie: ‘Ken uzelve’. Gebruik die kennis vooral om het eigen gedrag te sturen. De Psycholoog, 50(4), 10-21.
Veenman, M. V. J. (2015). Metacognition: ‘Know thyself’. Use that knowledge especially to regulate your own behavior.De Psycholoog, 50 (special ed.), 8-18.
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Veenman, M. V. J. (2016). Metacognition. In P. Afflerbach (Ed.), Handbook of individual differences in reading: Reader, text, and context (pp. 26-40). New York: Routledge.
Veenman, M. V. J. (2017). Learning to self-monitor and self-regulate. In R. Mayer, & P. Alexander (Eds.), Handbook of research on learning and instruction, 2nd revised edition (pp. 233-257). New York: Routledge.
Veenman, M. V. J. (in press). Assessing metacognitive deficiencies and effectively instruction metacognitive skills. In T. Michalsky, & C. Schechter (Eds.), Self-regulated learning: Conceptualization, contribution, and empirically based models for teaching and learning. NSSE yearbook (pp. xx-xx). New York: Teacher College, Columbia University.
Veenman, M. V. J. (in press). Assessing metacognition in reading processes: Off-line vs. on-line measures. In K. Mokhtari (Ed.), Improving reading comprehension through metacognitive reading strategies instruction (pp. xx-xx). Lanham, MD: Rowman & Littlefield.
Veenman, M. V. J., Balk, V. A., & Bierman, D. J. (1989). Dr.Stat, Computer Ondersteund Onderwijs in de statistiek. Tijdschrift voor het economisch onderwijs, 3, 65-70.
Veenman, M. V. J., Balk, V. A., & Bierman, D. J. (1989). Dr.Stat, een grootschalig Computer Ondersteund Onderwijsprogramma voor Statistiek. In J. G. Bethlehem, G. A. M. Eilers, H. C. M. van der Knaap, J. N. Visser, & R. D. Gill (Red.), Symposium Statistische Software 1989: Grafische technieken in statistische programmatuur (pp. 55-68). Voorburg: CBS.
Veenman, M. V. J., Bavelaar, L., De Wolf, L., & Van Haaren, M. G. P. (2014). The on-line assessment of metacognitive skills in a computerized environment. Learning and Individual Differences, 29, 123-130.
Veenman, M. V. J., & Beishuizen, J. J. (2004). Intellectual and metacognitive skills of novices while studying texts under conditions of text difficulty and time constraint. Learning and Instruction, 14, 619-638.
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Veenman, M. V. J., & Elshout, J. J. (1991). Intelligentie en probleemaanpak als voorspellers van beginnend leren. In B. H. A. M. van Hout-Wolters, & L. F. W. de Klerk (Red.), Onderwijsleerprocessen: cognitie en motivatie (pp. 173-182). Amsterdam: SCO.
Veenman, M. V. J., & Elshout, J. J. (1991). Intellectual ability and working method as predictors of novice learning. Learning and Instruction, 1, 303-317.
Veenman, M. V. J., & Elshout, J. J. (1992). Intelligentie en metacognitieve vaardigheden. Tijdschrift voor Onderwijsresearch, 17, 290-302.
Veenman, M. V. J., & Elshout, J. J. (1995). Differential effects of instructional support on learning in simulation environments. Instructional Science, 22, 363-383.
Veenman, M. V. J., & Elshout, J. J. (1999). Changes in the relationship between cognitive and metacognitive skills during the acquisition of expertise. European Journal of Psychology of Education, 14, 509-523.
Veenman, M. V. J., Elshout, J. J., & Bierman, D. J. (1989). Structured and unstructured approaches to simulation: what do the students think? In Proceedings of the Sixth Canadian Symposium on Instructional Technology (pp. 457-461). Halifax, Canada.
Veenman, M. V. J., Elshout, J. J., & Bierman, D. J. (1992). Structuredness of learning environment versus individual differences as predictors of learning. In P. A. M. Kommers, D. H. Jonassen, & T. Mayes (Eds.), Cognitive Tools for learning (NATO ASI Series F, Vol. 81, pp. 227-239). Heidelberg: Springer-Verlag.
Veenman, M. V. J., Elshout, J. J., & Busato, V. V. (1994). Metacognitive mediation in learning with computer based simulations. Computers in Human Behavior, 10, 93-106.
Veenman, M. V. J., Elshout, J. J., & Groen, M. G. M. (1993). Thinking aloud: does it affect regulatory processes in learning. Tijdschrift voor Onderwijsresearch, 18, 322-330.
Veenman, M. V. J., Elshout, J. J., & Hoeks, J. C. J. (1993). Determinants of learning in simulation environments across domains. In D. Towne, T. de Jong, & H. Spada (Eds.), Simulation-based experiential learning (NATO ASI Series F, Vol. 122, pp. 235-248). Berlin: Springer Verlag.
Veenman, M. V. J., Elshout, J. J., & Meijer, J. (1997) The generality vs. domain specificity of metacognitive skills in novice learning across domains. Learning and Instruction, 7, 197-209.
Veenman, M. V. J., Hesselink, R. D., Sleeuwaegen, S., Liem, S. I. E., & Van Haaren, M. P. G. (2014). Assessing developmental differences in metacognitive skills with computer logfiles: Gender by age interactions. Psychological Topics, 23, 99-113.
Veenman, M. V. J., Kerseboom, L., & Imthorn, C. (2000). Test anxiety and metacognitive skillfulness: Availability versus production deficiencies. Anxiety, Stress, and Coping, 13, 391-412.
Veenman, M. V. J., Kok, R., & Blöte, A. W. (2005). The relation between intellectual and metacognitive skills at the onset of metacognitive skill development. Instructional Science, 33, 193-211.
Veenman, M. V. J., Prins, F. J., & Elshout, J. J. (2002). Initial learning in a complex computer simulated environment: The role of metacognitive skills and intellectual ability. Computers in Human Behavior, 18, 327-342.
Veenman, M. V. J., Prins, F. J., & Verheij, J. (2003). Learning styles: Self-reports versus thinking-aloud measures. British Journal of Educational Psychology, 73, 357-372.
Veenman, M. V. J., Samarapungavan, A., Hout-Wolters, B. H. A. M. van, & Beishuizen, J. J. (1992). De relatie tussen cognitieve en metacognitieve vaardigheden: een introductie. Tijdschrift voor Onderwijsresearch, 17, 269-272.
Veenman, M. V. J., & Spaans, M. A. (2005). Relation between intellectual and metacognitive skills: Age and task differences. Learning and Individual Differences, 15, 159-176.
Veenman, M. V. J., & Van der Stel, M. (2012). Het onderkennen en herkennen van metacognitieve vaardigheden en metacognitieve deficiënties. Werkboek workshop voor docenten VO (The recognition and identification of metacognitive skills and metacognitive deficiencies. Workbook workshop for secondary-school teachers). Leiden: Leiden University. Hillegom: Institute for Metacognition Research (2nd Ed.).
Veenman, M. V. J., Van Haaren, M. P. G., & Rens, S. (submitted). Giftedness as realized potential with intelligence and metacognitive skillfulness as determinants.
Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Broekkamp, H. (2004), Program and abstracts book. First meeting of the EARLI SIG on metacognition. Amsterdam: Graduate School of Teaching and Learning, University of Amsterdam.
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. 3-14.
Veenman, M. V. J. & Verheij, J. (2003). Identifying technical students at risk: Relating general versus specific metacognitive skills to study success. Learning and Individual Differences, 13, 259-272.
Veenman, M. V. J., Wilhelm, P., & Beishuizen, J. J. (2004). The relation between intellectual and metacognitive skills from a developmental perspective. Learning and Instruction, 14, 89-109.
Verweij, J., Heida, A., & Veenman, M. (2003). Trainingsevaluatie. Onderwijs en Gezondheidszorg, 27(7), 25-28.
Westenberg, M., Donner, C., Los, A., & Veenman, M. (2009). Rijping en schooluitval: een pilot-studie naar (V)MBO-ers vanuit ontwikkelingsperspectief. [Maturation and school drop out: A pilot study of students in vocational education from a developmental perspective.] Leiden: Leiden University, Faculty of Social and Behavioural Sciences.