OOIR: Observatory of International Research

Papers

(The median citation count of Metacognition and Learning is 3. 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 2021-04-01 to 2025-04-01.)

Article	Citations
How do you feel during English class? Emotions and metacognition in primary school children learning English as a second language	44
A complex systems approach to analyzing pedagogical agents’ scaffolding of self-regulated learning within an intelligent tutoring system	42
Modeling self-regulated learning as learners doing learning science: How trace data and learning analytics help develop skills for self-regulated learning	39
Metacognition and fluid intelligence in value-directed remembering	37
Teachers’ judgment accuracy of students’ monitoring skills: a conceptual and methodological framework and explorative study	36
Transfer of metacognitive skills in self-regulated learning: effects on strategy application and content knowledge acquisition	29
Perceptually fluent features of study words do not inflate judgements of learning: evidence from font size, highlights, and Sans Forgetica font type	27
Teacher support for metacognition and self-regulated learning: a compelling story and a prototypical model	27
How accurate and predictive are judgments of solvability? Explorations in a two-phase anagram solving paradigm	23
Correction to: The self-regulation for learning online (SRL-O) questionnaire	22
The effect of a distributed metacognitive strategy intervention on reading comprehension	20
How beliefs explain the effect of achievement goals on judgments of learning	19
Integrating multiple cues in metamemory: using the illusory effect of font size and level of processing to inform FOK judgments	19
Examining metacognitive strategy use in L1 and L2 task-situated writing: effects, transferability, and cross-language facilitation	18
The Dynamics Between Self-Regulated Learning and Learning Outcomes: an Exploratory Approach and Implications	18
When two learners are better than one: using flashcards with a partner improves metacognitive accuracy	17
How to design and evaluate personalized scaffolds for self-regulated learning	16
Typologies of teaching strategies in classrooms and students’ metacognition and motivation: a latent profile analysis of the Greek PISA 2018 data	16
Supporting reflection to improve learning from self-generated concept maps	15
Metacognitive Confidence Can Increase but Also Decrease Performance in Academic Settings	15
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	14
The factor structure of the arabic version of the metacognitive awareness inventory short version: insights from network analysis	13
The role of achievement emotions for text comprehension and metacomprehension	13
Supporting self-regulated learning in clinical problem-solving with a computer-based learning environment: the effectiveness of scaffolds	13
I think I was wrong: The effect of making experimental predictions when learning about theories from psychology textbook excerpts	12

Metacomprehension and regressions during reading and rereading	12
The many facets of metacognition: comparing multiple measures of metacognition in healthy individuals	12
Extending a model of homework: a multilevel analysis with Chinese middle school students	11
Correction to: Association and dissociation between judgments of learning and memory: A Meta-analysis of the font size effect	11
Introduction to the special issue: the role of metacognition in complex skills - spotlights on problem solving, collaboration, and self-regulated learning	10
Testing pays off twice: Potentials of practice tests and feedback regarding exam performance and judgment accuracy	10
Effects of learning item difficulty and value on cognitive offloading during middle childhood	10
Rubrics enhance accuracy and reduce cognitive load in self-assessment	10
Changed-goal or cue-strengthening? Examining the reactivity of judgments of learning with the dual-retrieval model	10
Relating metacognition and executive functions to early mathematical and language skills in children aged 4–5 years	10
Longitudinal associations between executive functions and metacognitive monitoring in 5- to 8-year-olds	9
Exploring the impact of concept-oriented faded WOE and metacognitive scaffolding on learners’ transfer performance and motivation in programming education	8
Expert example but not negative example standards help learners accurately evaluate the quality of self-generated examples	8
Memory for inter-item relations is reactively disrupted by metamemory judgments	7
Motivating children to (pre)monitor: positive effects on monitoring accuracy?	7
Towards scaffolding self-regulated writing: implications for developing writing interventions in first-year writing	7
Is the perceptual disfluency effect moderated by working memory capacity? Direct replication of Lehmann et al. (2016)	7
Supporting college students’ metacognitive monitoring in a biology course through practice and timely monitoring feedback	6
Psychometric properties of the Metacognitive Awareness Inventory (MAI): standardization to an international spanish with 12 countries	6
Relations between undergraduates’ self-regulated learning skill mastery during digital training and biology performance	6
Improving EFL students’ text revision with the Self-Regulated Strategy Development (SRSD) model	6
Payoff designs in post-decision wagering: a systematic review	6
Study strategy use among elementary school students: Is use of specific study strategies related to academic performance?	6
Judgments of learning reflect the Animacy advantage for memory, but not beliefs about the effect	6
Scaffolding students’ use of metacognitive activities using discipline- and topic-specific reflective prompts	6
How undergraduate students learn: uncovering interrelationships between factors that support self-regulated learning and strategy use	6
Scaffolding self-regulated learning from causal-relations texts: Diagramming and self-assessment to improve metacomprehension accuracy?	6
The promotion of self-regulated learning in the classroom: a theoretical framework and an observation study	6
Judgment of learning reactivity reflects enhanced relational encoding on cued-recall but not recognition tests	5
Introduction to special issue mind the gap between research and practice in the area of teachers’ support of metacognition and SRL	5
The pivotal role of monitoring for collaborative problem solving seen in interaction, performance, and interpersonal physiology	5
Remedying the Metamemory Expectancy Illusion in Source Monitoring: Are there Effects on Restudy Choices and Source Memory?	5
Reactivity from judgments of learning is not only due to memory forecasting: evidence from associative memory and frequency judgments	5
Illusion of explanatory depth and social desirability of historical knowledge	5
Teachers’ knowledge and professional development for metacognitive instruction in the context of higher order thinking	5
Confidence in COVID problem solving: What factors predict adults’ item-level metacognitive judgments on health-related math problems before and after an educational intervention?	5
A quantitative review of the effects of self-regulation interventions on primary and secondary student academic achievement	5
Connecting teachers’ classroom instructions with children’s metacognition and learning in elementary school	5
Reverse-correlation reveals internal error-corrections during information-seeking	5
Examining the regulation of motivational and comprehension-related problems during collaborative learning	5
Exploring the connection between task difficulty, task perceptions, physiological arousal and learning outcomes in collaborative learning situations	5
Promoting explicit instruction of strategies for self-regulated learning: evaluating a teacher professional development program in primary education	4
More socio-emotional regulation, more effective? Exploring social regulation of learning in collaborative argumentation among the high and low performing groups	4
Ethnic minority multilingual young learners’ longitudinal development of metacognitive knowledge and breadth of vocabulary knowledge	4
A meta-analysis of the reliability of a metacognitive awareness instrument in second language listening	4
Exploring the effects of a musical play intervention on young children’s self-regulation and metacognition	4
Think higher, gain more: the effect of making inference- and memory-based metacognitive judgments on text learning	4
Effects of reading instructions on pre-service teachers’ judgment bias when learning from texts	4
Knowledge about others’ knowledge: how accurately do teachers estimate their students’ test scores?	4
Correction to: Scaffolding students’ use of metacognitive activities using discipline- and topic-specific reflective prompts	4

Are metacognition interventions in young children effective? Evidence from a series of meta-analyses	3
Improving the measurement of self-regulated learning using multi-channel data	3
Association and dissociation between judgments of learning and memory: A Meta-analysis of the font size effect	3
Linking teachers’ and students’ motivation for self-regulated learning: is there a signal and how is it transmitted?	3
Metacognitive awareness in relation to university students’ learning profiles	3
Inferential theories of retrospective confidence	3
Examining adaptations in study time allocation and restudy selection as a function of expected test format	3
Soliciting judgments of learning reactively facilitates both recollection- and familiarity-based recognition memory	3
Profiles of EFL Learners’ motivational regulation strategies and their nonlinear relationship to English writing performance in mainland China	3
Integrating self-regulated learning and individual differences in the prediction of university academic achievement across a three-year-long degree	3
Towards investigating the validity of measurement of self-regulated learning based on trace data	3
Correction: Longitudinal and reciprocal links between metacognition, mathematical modeling competencies, and mathematics achievement in grades 7–8: A cross-lagged panel analysis	3