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 2020-03-01 to 2024-03-01.)

Article	Citations
Evaluating metacognitive self-reports: systematic reviews of the value of self-report in metacognitive research	59
Reflections on the field of metacognition: issues, challenges, and opportunities	49
The MAPS model of self-regulation: Integrating metacognition, agency, and possible selves	34
Transfer of metacognitive skills in self-regulated learning: an experimental training study	31
How does monitoring set the stage for adaptive regulation or maladaptive behavior in collaborative learning?	30
Validation of metacognitive academic writing strategies and the predictive effects on academic writing performance in a foreign language context	22
Towards investigating the validity of measurement of self-regulated learning based on trace data	22
Variations in socially shared metacognitive regulation and their relation with university students’ performance	21
Improving the measurement of self-regulated learning using multi-channel data	21
Self-reported use of retrieval practice varies across age and domain	21
Improving EFL students’ text revision with the Self-Regulated Strategy Development (SRSD) model	20
Gender differences in confidence during number-line estimation	17
Beliefs about the self-regulation of learning predict cognitive and metacognitive strategies and academic performance in pre-service teachers	17
The keyword effect: A conceptual replication, effects on bias, and an optimization	17
Modeling self-regulated learning as learners doing learning science: How trace data and learning analytics help develop skills for self-regulated learning	17
Confident or familiar? The role of familiarity ratings in adults’ confidence judgments when estimating fraction magnitudes	16
Metacognitive processes and associations to executive function and motivation during a problem-solving task in 3–5 year olds	16
Integrating video analysis of teacher and student behaviors to promote Preservice teachers’ teaching meta-strategic knowledge	16
Extending a model of homework: a multilevel analysis with Chinese middle school students	16
Changes in metacognitive monitoring accuracy in an introductory physics course	15
Metacognition and fluid intelligence in value-directed remembering	14
Measures of relative metacognitive accuracy are confounded with task performance in tasks that permit guessing	14
How to assess the contributions of processing fluency and beliefs to the formation of judgments of learning: methods and pitfalls	13
Strategy Motivation and Strategy Use: Role of Student Appraisals of Utility and Cost	12
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	12

Metacognitive writing strategies, critical thinking skills, and academic writing performance: A structural equation modeling approach	12
The Dynamics Between Self-Regulated Learning and Learning Outcomes: an Exploratory Approach and Implications	11
Relations among classroom context, student motivation, and mathematics literacy: a social cognitive perspective	11
Connecting teachers’ classroom instructions with children’s metacognition and learning in elementary school	11
Rubrics enhance accuracy and reduce cognitive load in self-assessment	10
The pivotal role of monitoring for collaborative problem solving seen in interaction, performance, and interpersonal physiology	10
Metacognitive regulation contributes to digital text comprehension in E-learning	9
Reactivity from judgments of learning is not only due to memory forecasting: evidence from associative memory and frequency judgments	9
Association and dissociation between judgments of learning and memory: A Meta-analysis of the font size effect	9
Judgments of learning reflect the Animacy advantage for memory, but not beliefs about the effect	9
Teachers’ knowledge and professional development for metacognitive instruction in the context of higher order thinking	9
Introduction to the special issue: the role of metacognition in complex skills - spotlights on problem solving, collaboration, and self-regulated learning	8
Reflection on exam grades to improve calibration of secondary school students: a longitudinal study	8
Testing pays off twice: Potentials of practice tests and feedback regarding exam performance and judgment accuracy	8
Supporting strategic and meta-strategic development of argument skill: the role of reflection	8
Transfer of metacognitive skills in self-regulated learning: effects on strategy application and content knowledge acquisition	8
Assumptions and confidence of others: the impact of socio-cognitive information on metacognitive self-regulation	7
Metacognitive awareness in relation to university students’ learning profiles	7
Metacognitive judgments can potentiate new learning: The role of covert retrieval	7
Teacher support for metacognition and self-regulated learning: a compelling story and a prototypical model	7
Metacognitive control processes in question answering: help seeking and withholding answers	7
The Double-Edged Interactions of Prompts and Self-efficacy	7
Examining my-side bias during and after reading controversial historical accounts	7
Integrating self-regulated learning and individual differences in the prediction of university academic achievement across a three-year-long degree	6
Prior failures, laboring in vain, and knowing when to give up: Incremental versus entity theories	6
The self-regulation for learning online (SRL-O) questionnaire	6
Exploring the connection between task difficulty, task perceptions, physiological arousal and learning outcomes in collaborative learning situations	6
The Relationship between Metacognitive Ability and Metacognitive Accuracy	6
Expert example standards but not idea unit standards help learners accurately evaluate the quality of self-generated examples	6
Changed-goal or cue-strengthening? Examining the reactivity of judgments of learning with the dual-retrieval model	6
The effect of time pressure on metacognitive control: developmental changes in self-regulation and efficiency during learning	5
The effect of value on judgment of learning in tradeoff learning condition: the mediating role of study time	5
The effect of delayed judgments of learning on retention	5
Monitoring comprehension in a foreign language: Trait or skill?	5
Simulating the dynamics of self-regulation, emotion, grit, and student performance in cyber-learning environments	5
How evaluating memorability can lead to Unintended Consequences	5
Metacognitive Confidence Can Increase but Also Decrease Performance in Academic Settings	5
Effects of self-scoring their math problem solutions on primary school students’ monitoring and regulation	4
Confidence in COVID problem solving: What factors predict adults’ item-level metacognitive judgments on health-related math problems before and after an educational intervention?	4
Metacognitive skills and self-regulated learning and teaching among primary school teachers: The mediating effect of enthusiasm	4
Memory for inter-item relations is reactively disrupted by metamemory judgments	4
Meta-creativity: what is it and how does it relate to creativity?	4
Metacognitive awareness as measured by second-order judgements among university and secondary school students	4
Understanding and supporting Chinese middle Schoolers’ monitoring accuracy in mathematics	3
Examining the development of metacognitive strategy knowledge and its link to strategy application in complex problem solving – a longitudinal analysis	3
Scaffolding self-regulated learning from causal-relations texts: Diagramming and self-assessment to improve metacomprehension accuracy?	3
Longitudinal associations between executive functions and metacognitive monitoring in 5- to 8-year-olds	3
Supporting reflection to improve learning from self-generated concept maps	3
Are children’s judgments of another’s accuracy linked to their metacognitive confidence judgments?	3
Retrospective confidence rating about memory performance is affected by both retrieval fluency and non-decision time	3

Illusion of explanatory depth and social desirability of historical knowledge	3
Cognitive regulation outdoes behavior regulation in predicting state standardized test scores over time	3
Prompting retrieval during monitoring and self-regulated learning in older and younger adults	3
More isn’t always better: when metacognitive prompts are misleading	3
Perceptually fluent features of study words do not inflate judgements of learning: evidence from font size, highlights, and Sans Forgetica font type	3
Exploring the relations between teachers’ cue-utilization, monitoring and regulation of students’ text learning	3
Examining the regulation of motivational and comprehension-related problems during collaborative learning	3
Metacognitive experience on Raven’s matrices versus insight problems	3
A complex systems approach to analyzing pedagogical agents’ scaffolding of self-regulated learning within an intelligent tutoring system	3