Research Interests

Metacognition; Self-Regulation; Developmental Psychology, Educational Psychology; Cognitive Psychology; Memory; Comprehension

Summary:

I am leading the study and exam management team at the Institute for Psychology, University of Bern. Besides I am working as researcher for the department of Developmental Psychology. The focus of my research is on children’s cross-sectional and longitudinal development of metacognition and self-regulated learning skills. With this research I also investigate how young learners can be supported to self-monitor and self-regulate their learning. For this, I investigate effects of instructions and feedback as well as effects of the classroom context on development of metacognition (multi-level approach).

I work at the University of Bern since 2015 and finished my PhD dissertation ‘Fostering Monitoring and Regulation of Learning’ in 2014 at Maastricht University, The Netherlands.

Short CV

2019 - present:     Team Leader Study and Exam Management, Institute for Psychology,
                              University of Bern, Switzerland

2015 – present:     Research Associate, Department of Developmental Psychology ,
                              University of Bern, Switzerland

2015 - 2019:          Coordinator of the Swiss Graduate School for Cognition, Learning, and
                              Memory, University of Bern, Switzerland

2014                      PhD in Cognitive and Educational Psychology,
                              Maastricht University, The Netherlands

2006                      Master’s Degree in Cognitive Psychology,
                              Utrecht University, The Netherlands

Publications

Versteeg, M., van Loon, M.H., Wijnen-Meijer, M. et al. (2020). Refuting misconceptions in medical physiology. BMC Medical Education 20, 250. DOI: 10.1186/s12909-020-02166-6

Van Loon, M.H., Bayard, N.S., Steiner, M., & Roebers, C.M. (2020). Connecting teachers’ classroom instructions with children’s metacognition and learning in elementary school. Metacognition and Learning (2020). DOI: 10.1007/s11409-020-09248-2

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, 31(5), 508-519.

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. 

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 Psychology158, 77-94.

Van Loon, M., 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 Instruction51, 47-60.

Rich, P.R., Van Loon, M.H., Dunlosky, J., & Zaragoza, M. (2017). Belief in Corrective Feedback for Common Misconceptions: Implications for Knowledge Revision. Journal of Experimental Psychology:  Learning, Memory, and Cognition43(3), 492-501

Leppink, J., Kok, E. M., Bergman, E. M., Van Loon, M. H., & de Bruin, A. B. (2016). Four common pitfalls of quantitative analysis in experimental research. Academic Medicine, 91(6), 891.

Van Loon, M. H., Dunlosky, J., Van Gog, T., Van Merriënboer, J. J., & De Bruin, A. B. (2015). Refutations in science texts lead to hypercorrection of misconceptions held with high confidence. Contemporary Educational Psychology, 42, 39-48.

Van Loon, M.H., De Bruin, A. B., Van Gog, T., Van Merriënboer, J. J., & 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.

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.

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.

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.