OOIR: Observatory of International Research

Papers

(The median citation count of Metacognition and Learning is 3. 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 2021-05-01 to 2025-05-01.)

Article	Citations
Teacher support for metacognition and self-regulated learning: a compelling story and a prototypical model	46
When two learners are better than one: using flashcards with a partner improves metacognitive accuracy	45
Self-regulated learning skills and the quality of execution of construction tasks: A comparison between young children at risk for specific learning disorders and typically developing peers	40
Metacognitive Confidence Can Increase but Also Decrease Performance in Academic Settings	38
The effect of a distributed metacognitive strategy intervention on reading comprehension	38
A complex systems approach to analyzing pedagogical agents’ scaffolding of self-regulated learning within an intelligent tutoring system	32
Supporting self-regulated learning in clinical problem-solving with a computer-based learning environment: the effectiveness of scaffolds	27
Supporting reflection to improve learning from self-generated concept maps	27
The factor structure of the arabic version of the metacognitive awareness inventory short version: insights from network analysis	26
The promotion of self-regulated learning in the classroom: a theoretical framework and an observation study	24
Payoff designs in post-decision wagering: a systematic review	23
Improving EFL students’ text revision with the Self-Regulated Strategy Development (SRSD) model	22
Can metacognitive monitoring be trained procedurally in the classroom?	21
Introduction to special issue mind the gap between research and practice in the area of teachers’ support of metacognition and SRL	19
Reverse-correlation reveals internal error-corrections during information-seeking	19
Remedying the Metamemory Expectancy Illusion in Source Monitoring: Are there Effects on Restudy Choices and Source Memory?	18
Correction to: Scaffolding students’ use of metacognitive activities using discipline- and topic-specific reflective prompts	17
Promoting explicit instruction of strategies for self-regulated learning: evaluating a teacher professional development program in primary education	16
Towards investigating the validity of measurement of self-regulated learning based on trace data	16
Ethnic minority multilingual young learners’ longitudinal development of metacognitive knowledge and breadth of vocabulary knowledge	16
Improving the measurement of self-regulated learning using multi-channel data	16
How evaluating memorability can lead to Unintended Consequences	15
Who can predict their performance more accurately? An investigation of undergraduate students’ self-assessment behavior in mathematics courses	14
Supporting strategic and meta-strategic development of argument skill: the role of reflection	13
Knowing how to learn: development and validation of the strategy knowledge test for self-regulated learning (SKT-SRL) for college students	13

Normative data and standardization of an international protocol for the evaluation of metacognition in Spanish-speaking university students: A cross-cultural analysis	12
The influence of summary modality on metacomprehension accuracy	12
Covert retrieval yields a forward testing effect across levels of successive list similarity	12
Joy or instruction? A PISA 2018-based study of the mediating mechanisms by which preschool family reading activity influences reading literacy during adolescence	11
Metacognitive reflections on essentialism during the learning of the relationship between biology and the human race	11
Metacognition and motivation in creativity: examining the roles of self-efficacy and values as cues for metacognitive judgments	10
Towards a new theory of student self-assessment: Tracing learners’ cognitive and affective processes	10
How multiple levels of metacognitive awareness operate in collaborative problem solving	10
The underconfidence-with-practice effect in action memory: The contribution of retrieval practice to metacognitive monitoring	10
Why is monitoring accuracy so poor in number line estimation? The importance of valid cues and systematic variability for U.S. college students	8
Uninformative anchoring effect in judgments of learning	8
Constraints on the use of the memorizing effort heuristic	8
A multi-level growth modeling approach to measuring learner attention with metacognitive pedagogical agents	8
Effects of availability of diagnostic and non-diagnostic cues on the accuracy of teachers’ judgments of students’ text comprehension	7
Transfer of metacognitive skills in self-regulated learning: effects on strategy application and content knowledge acquisition	7
Longitudinal associations between executive functions and metacognitive monitoring in 5- to 8-year-olds	7
Typologies of teaching strategies in classrooms and students’ metacognition and motivation: a latent profile analysis of the Greek PISA 2018 data	7
Examining metacognitive strategy use in L1 and L2 task-situated writing: effects, transferability, and cross-language facilitation	7
Towards scaffolding self-regulated writing: implications for developing writing interventions in first-year writing	7
Performance judgment in mathematical and reading competence in adults	7
Judgment of learning reactivity reflects enhanced relational encoding on cued-recall but not recognition tests	7
Metacognitive awareness in relation to university students’ learning profiles	6
Capturing multi-layered regulated learning in collaboration	6
Effect of instruction and experience on students’ learning strategies	6
Think higher, gain more: the effect of making inference- and memory-based metacognitive judgments on text learning	6
Teachers’ knowledge and professional development for metacognitive instruction in the context of higher order thinking	6
On the confidence-accuracy relationship in memory: inferential, direct access, or indirect access?	6
An examination of the effect of feedback on meta-ignorance of mental illness public stigma	6
Examining adaptations in study time allocation and restudy selection as a function of expected test format	6
Linking teachers’ and students’ motivation for self-regulated learning: is there a signal and how is it transmitted?	6
Retrospective confidence rating about memory performance is affected by both retrieval fluency and non-decision time	6
Effects of learning item difficulty and value on cognitive offloading during middle childhood	6
Metacognitive skills and self-regulated learning and teaching among primary school teachers: The mediating effect of enthusiasm	6
Metacognitive effects of instructional visuals: the role of cue use and judgment type	5
The Dynamics Between Self-Regulated Learning and Learning Outcomes: an Exploratory Approach and Implications	5
Illusion of explanatory depth and social desirability of historical knowledge	5
Perceptually fluent features of study words do not inflate judgements of learning: evidence from font size, highlights, and Sans Forgetica font type	5
Relations between undergraduates’ self-regulated learning skill mastery during digital training and biology performance	5
A quantitative review of the effects of self-regulation interventions on primary and secondary student academic achievement	5
For unto every one that hath shall be given: teachers’ competence profiles regarding the promotion of self-regulated learning moderate the effectiveness of short-term teacher training	5
Psychometric properties of the Metacognitive Awareness Inventory (MAI): standardization to an international spanish with 12 countries	5
Correction: Longitudinal and reciprocal links between metacognition, mathematical modeling competencies, and mathematics achievement in grades 7–8: A cross-lagged panel analysis	5
Exploring the relations between teachers’ cue-utilization, monitoring and regulation of students’ text learning	4
To what extent can think sheets with or without reflection prompts support self-regulated learning from text?	4
Self-regulated strategy development’s effectiveness: underlying cognitive and metacognitive mechanisms	4
Effects of collaboration and informing students about overconfidence on metacognitive judgment in conceptual learning	4
Metacognitive writing strategies, critical thinking skills, and academic writing performance: A structural equation modeling approach	4
Development and validation of the metacognitive competency scale for college students in hybrid learning (MCS-HL): insights from the network analysis perspective	4
Examining the development of metacognitive strategy knowledge and its link to strategy application in complex problem solving – a longitudinal analysis	4
Individuals’ differences in self-assessment: The relationship between subjective and objective financial literacy	4

Metacognitive monitoring skills of reading comprehension and writing between proficient and poor readers	4
I think I was wrong: The effect of making experimental predictions when learning about theories from psychology textbook excerpts	3
Changed-goal or cue-strengthening? Examining the reactivity of judgments of learning with the dual-retrieval model	3
Supporting college students’ metacognitive monitoring in a biology course through practice and timely monitoring feedback	3
Scaffolding self-regulated learning from causal-relations texts: Diagramming and self-assessment to improve metacomprehension accuracy?	3
How beliefs explain the effect of achievement goals on judgments of learning	3
Is the perceptual disfluency effect moderated by working memory capacity? Direct replication of Lehmann et al. (2016)	3
Testing pays off twice: Potentials of practice tests and feedback regarding exam performance and judgment accuracy	3
Motivating children to (pre)monitor: positive effects on monitoring accuracy?	3
Correction to: The self-regulation for learning online (SRL-O) questionnaire	3
How to design and evaluate personalized scaffolds for self-regulated learning	3
Exploring the impact of concept-oriented faded WOE and metacognitive scaffolding on learners’ transfer performance and motivation in programming education	3