OOIR: Observatory of International Research

Papers

(The TQCC of Metacognition and Learning is 11. 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 2022-05-01 to 2026-05-01.)

Article	Citations
When two learners are better than one: using flashcards with a partner improves metacognitive accuracy	93
Children’s and adults’ evaluation of evidence for scientific and non-scientific problems	69
Supporting reflection to improve learning from self-generated concept maps	63
Supporting self-regulated learning in clinical problem-solving with a computer-based learning environment: the effectiveness of scaffolds	54
The effect of a distributed metacognitive strategy intervention on reading comprehension	52
A complex systems approach to analyzing pedagogical agents’ scaffolding of self-regulated learning within an intelligent tutoring system	40
Payoff designs in post-decision wagering: a systematic review	39
Curiosity can influence metacognitive processes	38
The promotion of self-regulated learning in the classroom: a theoretical framework and an observation study	37
The factor structure of the arabic version of the metacognitive awareness inventory short version: insights from network analysis	35
Correction to: Scaffolding students’ use of metacognitive activities using discipline- and topic-specific reflective prompts	32
Remedying the Metamemory Expectancy Illusion in Source Monitoring: Are there Effects on Restudy Choices and Source Memory?	32
Beyond accuracy: how judgments of resolving time (JoRTs) impact confidence and persistence in the math and verbal domains	26
Ethnic minority multilingual young learners’ longitudinal development of metacognitive knowledge and breadth of vocabulary knowledge	25
Can metacognitive monitoring be trained procedurally in the classroom?	24
Towards investigating the validity of measurement of self-regulated learning based on trace data	22
Improving the measurement of self-regulated learning using multi-channel data	22
Promoting explicit instruction of strategies for self-regulated learning: evaluating a teacher professional development program in primary education	20
How evaluating memorability can lead to Unintended Consequences	19
The meta-attention knowledge questionnaire (MAKQ): a new instrument for investigating meta-attention in a young adolescent sample	19
Who can predict their performance more accurately? An investigation of undergraduate students’ self-assessment behavior in mathematics courses	19
Normative data and standardization of an international protocol for the evaluation of metacognition in Spanish-speaking university students: A cross-cultural analysis	18
Knowing how to learn: development and validation of the strategy knowledge test for self-regulated learning (SKT-SRL) for college students	18
Covert retrieval yields a forward testing effect across levels of successive list similarity	18
Metacognitive reflections on essentialism during the learning of the relationship between biology and the human race	16

How multiple levels of metacognitive awareness operate in collaborative problem solving	13
Metacognition and motivation in creativity: examining the roles of self-efficacy and values as cues for metacognitive judgments	13
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	13
Joy or instruction? A PISA 2018-based study of the mediating mechanisms by which preschool family reading activity influences reading literacy during adolescence	13
Towards a new theory of student self-assessment: Tracing learners’ cognitive and affective processes	13
Uninformative anchoring effect in judgments of learning	12
Performance judgment in mathematical and reading competence in adults	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	11
Examining metacognitive strategy use in L1 and L2 task-situated writing: effects, transferability, and cross-language facilitation	11
Longitudinal associations between executive functions and metacognitive monitoring in 5- to 8-year-olds	11
Typologies of teaching strategies in classrooms and students’ metacognition and motivation: a latent profile analysis of the Greek PISA 2018 data	11
Judgment of learning reactivity reflects enhanced relational encoding on cued-recall but not recognition tests	11
Effects of learning item difficulty and value on cognitive offloading during middle childhood	11
Effects of availability of diagnostic and non-diagnostic cues on the accuracy of teachers’ judgments of students’ text comprehension	11
Transfer of metacognitive skills in self-regulated learning: effects on strategy application and content knowledge acquisition	11
Towards scaffolding self-regulated writing: implications for developing writing interventions in first-year writing	11