OOIR: Observatory of International Research

Papers

(The H4-Index of Metacognition and Learning is 17. 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 2021-06-01 to 2025-06-01.)

Article	Citations
When two learners are better than one: using flashcards with a partner improves metacognitive accuracy	48
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	46
Metacognitive Confidence Can Increase but Also Decrease Performance in Academic Settings	43
Supporting reflection to improve learning from self-generated concept maps	40
The effect of a distributed metacognitive strategy intervention on reading comprehension	39
Teacher support for metacognition and self-regulated learning: a compelling story and a prototypical model	33
Supporting self-regulated learning in clinical problem-solving with a computer-based learning environment: the effectiveness of scaffolds	29
The factor structure of the arabic version of the metacognitive awareness inventory short version: insights from network analysis	27
A complex systems approach to analyzing pedagogical agents’ scaffolding of self-regulated learning within an intelligent tutoring system	27
Payoff designs in post-decision wagering: a systematic review	25
The promotion of self-regulated learning in the classroom: a theoretical framework and an observation study	23
Improving EFL students’ text revision with the Self-Regulated Strategy Development (SRSD) model	23
Can metacognitive monitoring be trained procedurally in the classroom?	22
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
Correction to: Scaffolding students’ use of metacognitive activities using discipline- and topic-specific reflective prompts	19
Promoting explicit instruction of strategies for self-regulated learning: evaluating a teacher professional development program in primary education	18
Improving the measurement of self-regulated learning using multi-channel data	17
Ethnic minority multilingual young learners’ longitudinal development of metacognitive knowledge and breadth of vocabulary knowledge	17
Towards investigating the validity of measurement of self-regulated learning based on trace data	17