OOIR: Observatory of International Research

Papers

(The TQCC of Metacognition and Learning is 8. 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 2021-08-01 to 2025-08-01.)

Article	Citations
When two learners are better than one: using flashcards with a partner improves metacognitive accuracy	53
Supporting reflection to improve learning from self-generated concept maps	48
Supporting self-regulated learning in clinical problem-solving with a computer-based learning environment: the effectiveness of scaffolds	46
Teacher support for metacognition and self-regulated learning: a compelling story and a prototypical model	44
The effect of a distributed metacognitive strategy intervention on reading comprehension	44
Metacognitive Confidence Can Increase but Also Decrease Performance in Academic Settings	37
A complex systems approach to analyzing pedagogical agents’ scaffolding of self-regulated learning within an intelligent tutoring system	36
The factor structure of the arabic version of the metacognitive awareness inventory short version: insights from network analysis	29
Payoff designs in post-decision wagering: a systematic review	28
Improving EFL students’ text revision with the Self-Regulated Strategy Development (SRSD) model	28
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	23
Introduction to special issue mind the gap between research and practice in the area of teachers’ support of metacognition and SRL	22
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	20
Reverse-correlation reveals internal error-corrections during information-seeking	20
Towards investigating the validity of measurement of self-regulated learning based on trace data	20
Correction to: Scaffolding students’ use of metacognitive activities using discipline- and topic-specific reflective prompts	20
Remedying the Metamemory Expectancy Illusion in Source Monitoring: Are there Effects on Restudy Choices and Source Memory?	19
Improving the measurement of self-regulated learning using multi-channel data	18
Promoting explicit instruction of strategies for self-regulated learning: evaluating a teacher professional development program in primary education	18
Supporting strategic and meta-strategic development of argument skill: the role of reflection	17
Who can predict their performance more accurately? An investigation of undergraduate students’ self-assessment behavior in mathematics courses	16
Knowing how to learn: development and validation of the strategy knowledge test for self-regulated learning (SKT-SRL) for college students	15
Normative data and standardization of an international protocol for the evaluation of metacognition in Spanish-speaking university students: A cross-cultural analysis	15

How evaluating memorability can lead to Unintended Consequences	15
Joy or instruction? A PISA 2018-based study of the mediating mechanisms by which preschool family reading activity influences reading literacy during adolescence	14
Metacognitive reflections on essentialism during the learning of the relationship between biology and the human race	13
Metacognition and motivation in creativity: examining the roles of self-efficacy and values as cues for metacognitive judgments	13
Covert retrieval yields a forward testing effect across levels of successive list similarity	12
The underconfidence-with-practice effect in action memory: The contribution of retrieval practice to metacognitive monitoring	12
The influence of summary modality on metacomprehension accuracy	11
Towards a new theory of student self-assessment: Tracing learners’ cognitive and affective processes	11
How multiple levels of metacognitive awareness operate in collaborative problem solving	11
Constraints on the use of the memorizing effort heuristic	10
Why is monitoring accuracy so poor in number line estimation? The importance of valid cues and systematic variability for U.S. college students	10
A multi-level growth modeling approach to measuring learner attention with metacognitive pedagogical agents	9
Performance judgment in mathematical and reading competence in adults	9
Effects of availability of diagnostic and non-diagnostic cues on the accuracy of teachers’ judgments of students’ text comprehension	9
Examining metacognitive strategy use in L1 and L2 task-situated writing: effects, transferability, and cross-language facilitation	8
Effects of learning item difficulty and value on cognitive offloading during middle childhood	8
Judgment of learning reactivity reflects enhanced relational encoding on cued-recall but not recognition tests	8
Transfer of metacognitive skills in self-regulated learning: effects on strategy application and content knowledge acquisition	8
Uninformative anchoring effect in judgments of learning	8
Towards scaffolding self-regulated writing: implications for developing writing interventions in first-year writing	8
Typologies of teaching strategies in classrooms and students’ metacognition and motivation: a latent profile analysis of the Greek PISA 2018 data	8
Longitudinal associations between executive functions and metacognitive monitoring in 5- to 8-year-olds	8