| Test prediction and performance in a classroom context. DJ Hacker, L Bol, DD Horgan, EA Rakow Journal of Educational Psychology 92 (1), 160, 2000 | 686 | 2000 |
| Teacher beliefs, knowledge, and practice of self-regulated learning R Spruce, L Bol Metacognition and Learning 10, 245-277, 2015 | 331 | 2015 |
| Explaining calibration accuracy in classroom contexts: The effects of incentives, reflection, and explanatory style DJ Hacker, L Bol, K Bahbahani Metacognition and Learning 3, 101-121, 2008 | 301 | 2008 |
| Cooperative learning in the secondary mathematics classroom KM Whicker, L Bol, JA Nunnery The Journal of Educational Research 91 (1), 42-48, 1997 | 300 | 1997 |
| A comparison of anonymous versus identifiable e-peer review on college student writing performance and the extent of critical feedback R Lu, L Bol Journal of Interactive Online Learning 6 (2), 2007 | 295 | 2007 |
| Metacognition in education: A focus on calibration DJ Hacker, L Bol, MC Keener Handbook of metamemory and memory 429455, 2008 | 291 | 2008 |
| The influence of overt practice, achievement level, and explanatory style on calibration accuracy and performance L Bol, DJ Hacker, P O'Shea, D Allen The Journal of Experimental Education 73 (4), 269-290, 2005 | 282 | 2005 |
| Challenges in supporting self-regulation in distance education environments L Bol, JK Garner Journal of Computing in Higher Education 23, 104-123, 2011 | 278 | 2011 |
| A comparison of the effects of practice tests and traditional review on performance and calibration L Bol, DJ Hacker The Journal of experimental education 69 (2), 133-151, 2001 | 237 | 2001 |
| Secondary mathematics teachers' perceptions of the achievement gap L Bol, RQ Berry The High School Journal 88 (4), 32-45, 2005 | 222 | 2005 |
| Calibration research: Where do we go from here? L Bol, DJ Hacker Frontiers in psychology 3, 229, 2012 | 169 | 2012 |
| The contradiction between teachers' instructional goals and their assessment practices in high school biology courses L Bol, A Strage Science Education 80 (2), 145-163, 1996 | 160 | 1996 |
| Influence of experience, grade level, and subject area on teachers' assessment practices L Bol, PL Stephenson, AA O'connell, JA Nunnery The Journal of Educational Research 91 (6), 323-330, 1998 | 152 | 1998 |
| The effects of self-regulated learning training on community college students’ metacognition and achievement in developmental math courses L Bol, KDY Campbell, T Perez, CJ Yen Community College Journal of Research and Practice 40 (6), 480-495, 2016 | 138 | 2016 |
| The influence of teacher preparation on student achievement and the application of national standards by teachers of mathematics in urban secondary schools B Gimbert, L Bol, D Wallace Education and Urban Society 40 (1), 91-117, 2007 | 132 | 2007 |
| The effects of individual or group guidelines on the calibration accuracy and achievement of high school biology students L Bol, DJ Hacker, CC Walck, JA Nunnery Contemporary Educational Psychology 37 (4), 280-287, 2012 | 124 | 2012 |
| Effects of learner-to-learner interactions on social presence, achievement and satisfaction B Oyarzun, J Stefaniak, L Bol, GR Morrison Journal of Computing in Higher Education 30, 154-175, 2018 | 115 | 2018 |
| Interrelationships among students' study activities, self‐concept of academic ability, and achievement as a function of characteristics of high‐school biology courses JW Thomas, L Bol, RW Warkentin, M Wilson, A Strage, WD Rohwer Jr Applied Cognitive Psychology 7 (6), 499-532, 1993 | 91 | 1993 |
| Metacognitive theory: Considering the social-cognitive influences DJ Hacker, L Bol Big theories revisited 4, 275-297, 2004 | 81 | 2004 |
| An investigation of higher-order thinking skills in smaller learning community social studies classrooms C Fischer, L Bol, S Pribesh American Secondary Education, 5-26, 2011 | 74 | 2011 |
