OOIR: Observatory of International Research

Papers

(The TQCC of Metacognition and Learning is 7. 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
Reverse-correlation reveals internal error-corrections during information-seeking	19
Introduction to special issue mind the gap between research and practice in the area of teachers’ support of metacognition and SRL	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

Covert retrieval yields a forward testing effect across levels of successive list similarity	12
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
Metacognitive reflections on essentialism during the learning of the relationship between biology and the human race	11
Joy or instruction? A PISA 2018-based study of the mediating mechanisms by which preschool family reading activity influences reading literacy during adolescence	11
The underconfidence-with-practice effect in action memory: The contribution of retrieval practice to metacognitive monitoring	10
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
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
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
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
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