OOIR: Observatory of International Research

Papers

(The median citation count of Metacognition and Learning is 6. 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 2022-08-01 to 2026-08-01.)

Article	Citations
When two learners are better than one: using flashcards with a partner improves metacognitive accuracy	101
Children’s and adults’ evaluation of evidence for scientific and non-scientific problems	62
Supporting self-regulated learning in clinical problem-solving with a computer-based learning environment: the effectiveness of scaffolds	45
A complex systems approach to analyzing pedagogical agents’ scaffolding of self-regulated learning within an intelligent tutoring system	44
The effect of a distributed metacognitive strategy intervention on reading comprehension	41
Payoff designs in post-decision wagering: a systematic review	35
The factor structure of the arabic version of the metacognitive awareness inventory short version: insights from network analysis	32
Curiosity can influence metacognitive processes	29
The promotion of self-regulated learning in the classroom: a theoretical framework and an observation study	27
Ethnic minority multilingual young learners’ longitudinal development of metacognitive knowledge and breadth of vocabulary knowledge	24
Correction to: Scaffolding students’ use of metacognitive activities using discipline- and topic-specific reflective prompts	24
Can metacognitive monitoring be trained procedurally in the classroom?	22
Beyond accuracy: how judgments of resolving time (JoRTs) impact confidence and persistence in the math and verbal domains	22
Promoting explicit instruction of strategies for self-regulated learning: evaluating a teacher professional development program in primary education	21
Remedying the Metamemory Expectancy Illusion in Source Monitoring: Are there Effects on Restudy Choices and Source Memory?	20
The meta-attention knowledge questionnaire (MAKQ): a new instrument for investigating meta-attention in a young adolescent sample	19
How evaluating memorability can lead to Unintended Consequences	18
Who can predict their performance more accurately? An investigation of undergraduate students’ self-assessment behavior in mathematics courses	17
Knowing how to learn: development and validation of the strategy knowledge test for self-regulated learning (SKT-SRL) for college students	17
Joy or instruction? A PISA 2018-based study of the mediating mechanisms by which preschool family reading activity influences reading literacy during adolescence	16
Covert retrieval yields a forward testing effect across levels of successive list similarity	16
How multiple levels of metacognitive awareness operate in collaborative problem solving	15
Normative data and standardization of an international protocol for the evaluation of metacognition in Spanish-speaking university students: A cross-cultural analysis	15
Unraveling the nexus among achievement goals, self-efficacy, and motivation regulation and their joint effects on L2 student writers’ writing achievement: a person-based approach	15
Metacognitive reflections on essentialism during the learning of the relationship between biology and the human race	15

Towards a new theory of student self-assessment: Tracing learners’ cognitive and affective processes	14
Metacognition and motivation in creativity: examining the roles of self-efficacy and values as cues for metacognitive judgments	14
Performance judgment in mathematical and reading competence in adults	13
Effects of availability of diagnostic and non-diagnostic cues on the accuracy of teachers’ judgments of students’ text comprehension	13
Uninformative anchoring effect in judgments of learning	12
Typologies of teaching strategies in classrooms and students’ metacognition and motivation: a latent profile analysis of the Greek PISA 2018 data	12
A multi-level growth modeling approach to measuring learner attention with metacognitive pedagogical agents	12
Why is monitoring accuracy so poor in number line estimation? The importance of valid cues and systematic variability for U.S. college students	12
Transfer of metacognitive skills in self-regulated learning: effects on strategy application and content knowledge acquisition	12
Teachers’ knowledge and professional development for metacognitive instruction in the context of higher order thinking	11
Judgment of learning reactivity reflects enhanced relational encoding on cued-recall but not recognition tests	11
Examining adaptations in study time allocation and restudy selection as a function of expected test format	11
Examining metacognitive strategy use in L1 and L2 task-situated writing: effects, transferability, and cross-language facilitation	11
Towards scaffolding self-regulated writing: implications for developing writing interventions in first-year writing	11
Testing the misinterpreted effort hypothesis: reframing effort changes perceived effort and its relationship to perceived learning, but does not affect decisions to interleave	10
Linking teachers’ and students’ motivation for self-regulated learning: is there a signal and how is it transmitted?	10
Examining the multifaceted influences of school climate, teacher enthusiasm, and metacognition on work engagement in the EFL context: a mixed-methods approach with digital ethnography	10
Metacognitive awareness in relation to university students’ learning profiles	10
Think higher, gain more: the effect of making inference- and memory-based metacognitive judgments on text learning	10
Effect of instruction and experience on students’ learning strategies	9
Capturing multi-layered regulated learning in collaboration	9
An examination of the effect of feedback on meta-ignorance of mental illness public stigma	9
Experience-inconsistent anchor biases judgments of learning	9
On the confidence-accuracy relationship in memory: inferential, direct access, or indirect access?	9
The role of metacognitive experience: Can feedback training affect kindergarteners'monitoring accuracy?	8
Sources within sources: The dynamic influence of multiple documents trustworthiness when evaluating and using an embedded source	8
Metacognitive effects of instructional visuals: the role of cue use and judgment type	8
Correction: Longitudinal and reciprocal links between metacognition, mathematical modeling competencies, and mathematics achievement in grades 7–8: A cross-lagged panel analysis	8
Relations between undergraduates’ self-regulated learning skill mastery during digital training and biology performance	8
Process mining measures students’ help-seeking transitions when completing assignments in an online learning and assessment platform	8
Teacher involvement and self-regulation in homework: impact on secondary school students’ homework behavior	8
Psychometric properties of the Metacognitive Awareness Inventory (MAI): standardization to an international spanish with 12 countries	8
Self-regulated strategy development’s effectiveness: underlying cognitive and metacognitive mechanisms	7
Metacognitive writing strategies, critical thinking skills, and academic writing performance: A structural equation modeling approach	7
Examining the development of metacognitive strategy knowledge and its link to strategy application in complex problem solving – a longitudinal analysis	7
Development and validation of the metacognitive competency scale for college students in hybrid learning (MCS-HL): insights from the network analysis perspective	7
Individuals’ differences in self-assessment: The relationship between subjective and objective financial literacy	7
Development and validation of a scale for metacognitive regulation of interactive metadiscourse strategies in L2 argumentative writing	7
Measuring socially shared regulation of learning: a review and critique of existing self-report surveys	7
To what extent can think sheets with or without reflection prompts support self-regulated learning from text?	7
Correction to: The self-regulation for learning online (SRL-O) questionnaire	6
Is the perceptual disfluency effect moderated by working memory capacity? Direct replication of Lehmann et al. (2016)	6
Metacognitive monitoring skills of reading comprehension and writing between proficient and poor readers	6
Soliciting judgments of learning reactively enhances accessibility but undermines precision of continuous color memory	6
How to design and evaluate personalized scaffolds for self-regulated learning	6
Scaffolding self-regulated learning from causal-relations texts: Diagramming and self-assessment to improve metacomprehension accuracy?	6