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 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
Self-reported use of retrieval practice varies across age and domain	21
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
Improving EFL students’ text revision with the Self-Regulated Strategy Development (SRSD) model	20
Modeling self-regulated learning as learners doing learning science: How trace data and learning analytics help develop skills for self-regulated learning	17
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
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
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
Changes in metacognitive monitoring accuracy in an introductory physics course	15
Measures of relative metacognitive accuracy are confounded with task performance in tasks that permit guessing	14
Metacognition and fluid intelligence in value-directed remembering	14
How to assess the contributions of processing fluency and beliefs to the formation of judgments of learning: methods and pitfalls	13
Metacognitive writing strategies, critical thinking skills, and academic writing performance: A structural equation modeling approach	12
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
Connecting teachers’ classroom instructions with children’s metacognition and learning in elementary school	11
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
The pivotal role of monitoring for collaborative problem solving seen in interaction, performance, and interpersonal physiology	10
Rubrics enhance accuracy and reduce cognitive load in self-assessment	10
Teachers’ knowledge and professional development for metacognitive instruction in the context of higher order thinking	9
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
Transfer of metacognitive skills in self-regulated learning: effects on strategy application and content knowledge acquisition	8
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