Metacognition and Learning

Papers
(The H4-Index of Metacognition and Learning is 16. 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 2020-03-01 to 2024-03-01.)
ArticleCitations
Evaluating metacognitive self-reports: systematic reviews of the value of self-report in metacognitive research59
Reflections on the field of metacognition: issues, challenges, and opportunities49
The MAPS model of self-regulation: Integrating metacognition, agency, and possible selves34
Transfer of metacognitive skills in self-regulated learning: an experimental training study31
How does monitoring set the stage for adaptive regulation or maladaptive behavior in collaborative learning?30
Validation of metacognitive academic writing strategies and the predictive effects on academic writing performance in a foreign language context22
Towards investigating the validity of measurement of self-regulated learning based on trace data22
Self-reported use of retrieval practice varies across age and domain21
Variations in socially shared metacognitive regulation and their relation with university students’ performance21
Improving the measurement of self-regulated learning using multi-channel data21
Improving EFL students’ text revision with the Self-Regulated Strategy Development (SRSD) model20
Modeling self-regulated learning as learners doing learning science: How trace data and learning analytics help develop skills for self-regulated learning17
Gender differences in confidence during number-line estimation17
Beliefs about the self-regulation of learning predict cognitive and metacognitive strategies and academic performance in pre-service teachers17
The keyword effect: A conceptual replication, effects on bias, and an optimization17
Integrating video analysis of teacher and student behaviors to promote Preservice teachers’ teaching meta-strategic knowledge16
Extending a model of homework: a multilevel analysis with Chinese middle school students16
Confident or familiar? The role of familiarity ratings in adults’ confidence judgments when estimating fraction magnitudes16
Metacognitive processes and associations to executive function and motivation during a problem-solving task in 3–5 year olds16
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