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 2022-05-01 to 2026-05-01.)

Article	Citations
When two learners are better than one: using flashcards with a partner improves metacognitive accuracy	93
Children’s and adults’ evaluation of evidence for scientific and non-scientific problems	69
Supporting reflection to improve learning from self-generated concept maps	63
Supporting self-regulated learning in clinical problem-solving with a computer-based learning environment: the effectiveness of scaffolds	54
The effect of a distributed metacognitive strategy intervention on reading comprehension	52
A complex systems approach to analyzing pedagogical agents’ scaffolding of self-regulated learning within an intelligent tutoring system	40
Payoff designs in post-decision wagering: a systematic review	39
Curiosity can influence metacognitive processes	38
The promotion of self-regulated learning in the classroom: a theoretical framework and an observation study	37
The factor structure of the arabic version of the metacognitive awareness inventory short version: insights from network analysis	35
Correction to: Scaffolding students’ use of metacognitive activities using discipline- and topic-specific reflective prompts	32
Remedying the Metamemory Expectancy Illusion in Source Monitoring: Are there Effects on Restudy Choices and Source Memory?	32
Beyond accuracy: how judgments of resolving time (JoRTs) impact confidence and persistence in the math and verbal domains	26
Ethnic minority multilingual young learners’ longitudinal development of metacognitive knowledge and breadth of vocabulary knowledge	25
Can metacognitive monitoring be trained procedurally in the classroom?	24
Towards investigating the validity of measurement of self-regulated learning based on trace data	22
Improving the measurement of self-regulated learning using multi-channel data	22
Promoting explicit instruction of strategies for self-regulated learning: evaluating a teacher professional development program in primary education	20
Who can predict their performance more accurately? An investigation of undergraduate students’ self-assessment behavior in mathematics courses	19
How evaluating memorability can lead to Unintended Consequences	19
The meta-attention knowledge questionnaire (MAKQ): a new instrument for investigating meta-attention in a young adolescent sample	19