OOIR: Observatory of International Research

Papers

(The H4-Index of Metacognition and Learning is 19. 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 2022-06-01 to 2026-06-01.)

Article	Citations
When two learners are better than one: using flashcards with a partner improves metacognitive accuracy	95
Children’s and adults’ evaluation of evidence for scientific and non-scientific problems	57
A complex systems approach to analyzing pedagogical agents’ scaffolding of self-regulated learning within an intelligent tutoring system	53
The effect of a distributed metacognitive strategy intervention on reading comprehension	41
Supporting self-regulated learning in clinical problem-solving with a computer-based learning environment: the effectiveness of scaffolds	40
Curiosity can influence metacognitive processes	39
Payoff designs in post-decision wagering: a systematic review	38
The promotion of self-regulated learning in the classroom: a theoretical framework and an observation study	32
The factor structure of the arabic version of the metacognitive awareness inventory short version: insights from network analysis	32
Beyond accuracy: how judgments of resolving time (JoRTs) impact confidence and persistence in the math and verbal domains	29
Remedying the Metamemory Expectancy Illusion in Source Monitoring: Are there Effects on Restudy Choices and Source Memory?	25
Ethnic minority multilingual young learners’ longitudinal development of metacognitive knowledge and breadth of vocabulary knowledge	25
Promoting explicit instruction of strategies for self-regulated learning: evaluating a teacher professional development program in primary education	21
Correction to: Scaffolding students’ use of metacognitive activities using discipline- and topic-specific reflective prompts	21
Can metacognitive monitoring be trained procedurally in the classroom?	21
Who can predict their performance more accurately? An investigation of undergraduate students’ self-assessment behavior in mathematics courses	21
Improving the measurement of self-regulated learning using multi-channel data	21
The meta-attention knowledge questionnaire (MAKQ): a new instrument for investigating meta-attention in a young adolescent sample	20
Knowing how to learn: development and validation of the strategy knowledge test for self-regulated learning (SKT-SRL) for college students	19
How evaluating memorability can lead to Unintended Consequences	19