Metacognition and Learning

Papers
(The H4-Index of Metacognition and Learning is 20. 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 2021-09-01 to 2025-09-01.)
ArticleCitations
When two learners are better than one: using flashcards with a partner improves metacognitive accuracy56
Supporting self-regulated learning in clinical problem-solving with a computer-based learning environment: the effectiveness of scaffolds52
Teacher support for metacognition and self-regulated learning: a compelling story and a prototypical model47
Metacognitive Confidence Can Increase but Also Decrease Performance in Academic Settings46
Supporting reflection to improve learning from self-generated concept maps44
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 system37
The factor structure of the arabic version of the metacognitive awareness inventory short version: insights from network analysis30
Payoff designs in post-decision wagering: a systematic review30
Improving EFL students’ text revision with the Self-Regulated Strategy Development (SRSD) model29
The promotion of self-regulated learning in the classroom: a theoretical framework and an observation study29
Can metacognitive monitoring be trained procedurally in the classroom?24
Ethnic minority multilingual young learners’ longitudinal development of metacognitive knowledge and breadth of vocabulary knowledge24
Introduction to special issue mind the gap between research and practice in the area of teachers’ support of metacognition and SRL23
Improving the measurement of self-regulated learning using multi-channel data23
Reverse-correlation reveals internal error-corrections during information-seeking22
Correction to: Scaffolding students’ use of metacognitive activities using discipline- and topic-specific reflective prompts21
Promoting explicit instruction of strategies for self-regulated learning: evaluating a teacher professional development program in primary education20
Remedying the Metamemory Expectancy Illusion in Source Monitoring: Are there Effects on Restudy Choices and Source Memory?20
Beyond accuracy: how judgments of resolving time (JoRTs) impact confidence and persistence in the math and verbal domains20
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