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 2021-11-01 to 2025-11-01.)

Article	Citations
Supporting reflection to improve learning from self-generated concept maps	69
Teacher support for metacognition and self-regulated learning: a compelling story and a prototypical model	55
The effect of a distributed metacognitive strategy intervention on reading comprehension	50
When two learners are better than one: using flashcards with a partner improves metacognitive accuracy	46
Supporting self-regulated learning in clinical problem-solving with a computer-based learning environment: the effectiveness of scaffolds	43
A complex systems approach to analyzing pedagogical agents’ scaffolding of self-regulated learning within an intelligent tutoring system	38
Payoff designs in post-decision wagering: a systematic review	33
The factor structure of the arabic version of the metacognitive awareness inventory short version: insights from network analysis	32
Curiosity can influence metacognitive processes	28
The promotion of self-regulated learning in the classroom: a theoretical framework and an observation study	26
Beyond accuracy: how judgments of resolving time (JoRTs) impact confidence and persistence in the math and verbal domains	26
Can metacognitive monitoring be trained procedurally in the classroom?	26
Correction to: Scaffolding students’ use of metacognitive activities using discipline- and topic-specific reflective prompts	24
Remedying the Metamemory Expectancy Illusion in Source Monitoring: Are there Effects on Restudy Choices and Source Memory?	23
Towards investigating the validity of measurement of self-regulated learning based on trace data	21
Reverse-correlation reveals internal error-corrections during information-seeking	21
Introduction to special issue mind the gap between research and practice in the area of teachers’ support of metacognition and SRL	21
Ethnic minority multilingual young learners’ longitudinal development of metacognitive knowledge and breadth of vocabulary knowledge	20
Promoting explicit instruction of strategies for self-regulated learning: evaluating a teacher professional development program in primary education	19
Improving the measurement of self-regulated learning using multi-channel data	19