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 2020-11-01 to 2024-11-01.)

Article	Citations
The MAPS model of self-regulation: Integrating metacognition, agency, and possible selves	39
Validation of metacognitive academic writing strategies and the predictive effects on academic writing performance in a foreign language context	32
Improving the measurement of self-regulated learning using multi-channel data	31
Towards investigating the validity of measurement of self-regulated learning based on trace data	30
Metacognitive writing strategies, critical thinking skills, and academic writing performance: A structural equation modeling approach	27
Modeling self-regulated learning as learners doing learning science: How trace data and learning analytics help develop skills for self-regulated learning	25
Improving EFL students’ text revision with the Self-Regulated Strategy Development (SRSD) model	24
Beliefs about the self-regulation of learning predict cognitive and metacognitive strategies and academic performance in pre-service teachers	24
Extending a model of homework: a multilevel analysis with Chinese middle school students	22
Metacognition and fluid intelligence in value-directed remembering	18
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	17
Strategy Motivation and Strategy Use: Role of Student Appraisals of Utility and Cost	16
Connecting teachers’ classroom instructions with children’s metacognition and learning in elementary school	16
How to assess the contributions of processing fluency and beliefs to the formation of judgments of learning: methods and pitfalls	15
Measures of relative metacognitive accuracy are confounded with task performance in tasks that permit guessing	15
Association and dissociation between judgments of learning and memory: A Meta-analysis of the font size effect	13
Transfer of metacognitive skills in self-regulated learning: effects on strategy application and content knowledge acquisition	13
The pivotal role of monitoring for collaborative problem solving seen in interaction, performance, and interpersonal physiology	13
The Dynamics Between Self-Regulated Learning and Learning Outcomes: an Exploratory Approach and Implications	13
Relations among classroom context, student motivation, and mathematics literacy: a social cognitive perspective	13
Rubrics enhance accuracy and reduce cognitive load in self-assessment	13
Supporting strategic and meta-strategic development of argument skill: the role of reflection	12
Judgments of learning reflect the Animacy advantage for memory, but not beliefs about the effect	12
Metacognitive awareness in relation to university students’ learning profiles	12
Reactivity from judgments of learning is not only due to memory forecasting: evidence from associative memory and frequency judgments	12

Integrating self-regulated learning and individual differences in the prediction of university academic achievement across a three-year-long degree	12
Teachers’ knowledge and professional development for metacognitive instruction in the context of higher order thinking	11
Teacher support for metacognition and self-regulated learning: a compelling story and a prototypical model	10
Expert example standards but not idea unit standards help learners accurately evaluate the quality of self-generated examples	10
A complex systems approach to analyzing pedagogical agents’ scaffolding of self-regulated learning within an intelligent tutoring system	10
Metacognitive control processes in question answering: help seeking and withholding answers	10
Testing pays off twice: Potentials of practice tests and feedback regarding exam performance and judgment accuracy	10
The self-regulation for learning online (SRL-O) questionnaire	10
Introduction to the special issue: the role of metacognition in complex skills - spotlights on problem solving, collaboration, and self-regulated learning	9
Metacognitive judgments can potentiate new learning: The role of covert retrieval	9
Assumptions and confidence of others: the impact of socio-cognitive information on metacognitive self-regulation	8
Memory for inter-item relations is reactively disrupted by metamemory judgments	8
Exploring the connection between task difficulty, task perceptions, physiological arousal and learning outcomes in collaborative learning situations	8
Metacognitive Confidence Can Increase but Also Decrease Performance in Academic Settings	8
Effects of self-scoring their math problem solutions on primary school students’ monitoring and regulation	8
Simulating the dynamics of self-regulation, emotion, grit, and student performance in cyber-learning environments	8
Prior failures, laboring in vain, and knowing when to give up: Incremental versus entity theories	7
Exploring the relations between teachers’ cue-utilization, monitoring and regulation of students’ text learning	7
The effect of delayed judgments of learning on retention	7
Changed-goal or cue-strengthening? Examining the reactivity of judgments of learning with the dual-retrieval model	7
The effect of time pressure on metacognitive control: developmental changes in self-regulation and efficiency during learning	6
Confidence in COVID problem solving: What factors predict adults’ item-level metacognitive judgments on health-related math problems before and after an educational intervention?	6
How evaluating memorability can lead to Unintended Consequences	6
Meta-creativity: what is it and how does it relate to creativity?	6
Metacognitive errors in the classroom: The role of variability of past performance on exam prediction accuracy	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
The underconfidence-with-practice effect in action memory: The contribution of retrieval practice to metacognitive monitoring	5
A quantitative review of the effects of self-regulation interventions on primary and secondary student academic achievement	5
How beliefs explain the effect of achievement goals on judgments of learning	5
Metacognitive skills and self-regulated learning and teaching among primary school teachers: The mediating effect of enthusiasm	5
Scaffolding self-regulated learning from causal-relations texts: Diagramming and self-assessment to improve metacomprehension accuracy?	5
How to design and evaluate personalized scaffolds for self-regulated learning	5
Supporting reflection to improve learning from self-generated concept maps	4
Uninformative anchoring effect in judgments of learning	4
The promotion of self-regulated learning in the classroom: a theoretical framework and an observation study	4
The role of achievement emotions for text comprehension and metacomprehension	4
The Effects of emotion on judgments of learning and memory: a meta-analytic review	4
Effects of collaboration and informing students about overconfidence on metacognitive judgment in conceptual learning	4
Longitudinal associations between executive functions and metacognitive monitoring in 5- to 8-year-olds	4
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	4
Metacognitive monitoring skills of reading comprehension and writing between proficient and poor readers	4
Examining the regulation of motivational and comprehension-related problems during collaborative learning	4
Effects of keyword tasks and biasing titles on metacognitive monitoring and recall	3
Constraints on the use of the memorizing effort heuristic	3
Comparing metacognitive monitoring between native and non-native speaking primary school students	3
Introduction to special issue mind the gap between research and practice in the area of teachers’ support of metacognition and SRL	3
Think higher, gain more: the effect of making inference- and memory-based metacognitive judgments on text learning	3
The many facets of metacognition: comparing multiple measures of metacognition in healthy individuals	3
Are children’s judgments of another’s accuracy linked to their metacognitive confidence judgments?	3

The role of metacognition in monitoring performance and regulating learning in early readers	3
A multi-level growth modeling approach to measuring learner attention with metacognitive pedagogical agents	3
Examining the development of metacognitive strategy knowledge and its link to strategy application in complex problem solving – a longitudinal analysis	3
Enabling educators to become more effective supporters of SRL: Commentary on a special issue	3
Remedying the Metamemory Expectancy Illusion in Source Monitoring: Are there Effects on Restudy Choices and Source Memory?	3
Scaffolding students’ use of metacognitive activities using discipline- and topic-specific reflective prompts	3
Exploring the relationship between prior knowledge and metacognitive monitoring accuracy	3
Retrospective confidence rating about memory performance is affected by both retrieval fluency and non-decision time	3
Ethnic minority multilingual young learners’ longitudinal development of metacognitive knowledge and breadth of vocabulary knowledge	3
More socio-emotional regulation, more effective? Exploring social regulation of learning in collaborative argumentation among the high and low performing groups	3
Expert example but not negative example standards help learners accurately evaluate the quality of self-generated examples	3
Supporting self-regulated learning in clinical problem-solving with a computer-based learning environment: the effectiveness of scaffolds	3