Metacognition and Learning

Papers
(The H4-Index of Metacognition and Learning is 17. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2021-05-01 to 2025-05-01.)
ArticleCitations
Teacher support for metacognition and self-regulated learning: a compelling story and a prototypical model46
When two learners are better than one: using flashcards with a partner improves metacognitive accuracy45
Self-regulated learning skills and the quality of execution of construction tasks: A comparison between young children at risk for specific learning disorders and typically developing peers40
Metacognitive Confidence Can Increase but Also Decrease Performance in Academic Settings38
The effect of a distributed metacognitive strategy intervention on reading comprehension38
A complex systems approach to analyzing pedagogical agents’ scaffolding of self-regulated learning within an intelligent tutoring system32
Supporting self-regulated learning in clinical problem-solving with a computer-based learning environment: the effectiveness of scaffolds27
Supporting reflection to improve learning from self-generated concept maps27
The factor structure of the arabic version of the metacognitive awareness inventory short version: insights from network analysis26
The promotion of self-regulated learning in the classroom: a theoretical framework and an observation study24
Payoff designs in post-decision wagering: a systematic review23
Improving EFL students’ text revision with the Self-Regulated Strategy Development (SRSD) model22
Can metacognitive monitoring be trained procedurally in the classroom?21
Introduction to special issue mind the gap between research and practice in the area of teachers’ support of metacognition and SRL19
Reverse-correlation reveals internal error-corrections during information-seeking19
Remedying the Metamemory Expectancy Illusion in Source Monitoring: Are there Effects on Restudy Choices and Source Memory?18
Correction to: Scaffolding students’ use of metacognitive activities using discipline- and topic-specific reflective prompts17
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