OOIR: Observatory of International Research

Papers

(The median citation count of Metacognition and Learning is 4. 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 2021-11-01 to 2025-11-01.)

Article	Citations
Supporting reflection to improve learning from self-generated concept maps	69
Teacher support for metacognition and self-regulated learning: a compelling story and a prototypical model	55
The effect of a distributed metacognitive strategy intervention on reading comprehension	50
When two learners are better than one: using flashcards with a partner improves metacognitive accuracy	46
Supporting self-regulated learning in clinical problem-solving with a computer-based learning environment: the effectiveness of scaffolds	43
A complex systems approach to analyzing pedagogical agents’ scaffolding of self-regulated learning within an intelligent tutoring system	38
Payoff designs in post-decision wagering: a systematic review	33
The factor structure of the arabic version of the metacognitive awareness inventory short version: insights from network analysis	32
Curiosity can influence metacognitive processes	28
Beyond accuracy: how judgments of resolving time (JoRTs) impact confidence and persistence in the math and verbal domains	26
Can metacognitive monitoring be trained procedurally in the classroom?	26
The promotion of self-regulated learning in the classroom: a theoretical framework and an observation study	26
Correction to: Scaffolding students’ use of metacognitive activities using discipline- and topic-specific reflective prompts	24
Remedying the Metamemory Expectancy Illusion in Source Monitoring: Are there Effects on Restudy Choices and Source Memory?	23
Reverse-correlation reveals internal error-corrections during information-seeking	21
Introduction to special issue mind the gap between research and practice in the area of teachers’ support of metacognition and SRL	21
Towards investigating the validity of measurement of self-regulated learning based on trace data	21
Ethnic minority multilingual young learners’ longitudinal development of metacognitive knowledge and breadth of vocabulary knowledge	20
Improving the measurement of self-regulated learning using multi-channel data	19
Promoting explicit instruction of strategies for self-regulated learning: evaluating a teacher professional development program in primary education	19
Knowing how to learn: development and validation of the strategy knowledge test for self-regulated learning (SKT-SRL) for college students	18
How evaluating memorability can lead to Unintended Consequences	17
Supporting strategic and meta-strategic development of argument skill: the role of reflection	16
The meta-attention knowledge questionnaire (MAKQ): a new instrument for investigating meta-attention in a young adolescent sample	16
Who can predict their performance more accurately? An investigation of undergraduate students’ self-assessment behavior in mathematics courses	15

Normative data and standardization of an international protocol for the evaluation of metacognition in Spanish-speaking university students: A cross-cultural analysis	14
Towards a new theory of student self-assessment: Tracing learners’ cognitive and affective processes	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
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	12
How multiple levels of metacognitive awareness operate in collaborative problem solving	11
Covert retrieval yields a forward testing effect across levels of successive list similarity	11
Why is monitoring accuracy so poor in number line estimation? The importance of valid cues and systematic variability for U.S. college students	11
Metacognitive reflections on essentialism during the learning of the relationship between biology and the human race	11
Metacognition and motivation in creativity: examining the roles of self-efficacy and values as cues for metacognitive judgments	11
The underconfidence-with-practice effect in action memory: The contribution of retrieval practice to metacognitive monitoring	11
Performance judgment in mathematical and reading competence in adults	10
Constraints on the use of the memorizing effort heuristic	10
A multi-level growth modeling approach to measuring learner attention with metacognitive pedagogical agents	10
Effects of availability of diagnostic and non-diagnostic cues on the accuracy of teachers’ judgments of students’ text comprehension	10
Uninformative anchoring effect in judgments of learning	10
Typologies of teaching strategies in classrooms and students’ metacognition and motivation: a latent profile analysis of the Greek PISA 2018 data	9
Examining metacognitive strategy use in L1 and L2 task-situated writing: effects, transferability, and cross-language facilitation	9
Transfer of metacognitive skills in self-regulated learning: effects on strategy application and content knowledge acquisition	9
Towards scaffolding self-regulated writing: implications for developing writing interventions in first-year writing	8
Examining adaptations in study time allocation and restudy selection as a function of expected test format	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
Longitudinal associations between executive functions and metacognitive monitoring in 5- to 8-year-olds	8
Teachers’ knowledge and professional development for metacognitive instruction in the context of higher order thinking	8
Examining the multifaceted influences of school climate, teacher enthusiasm, and metacognition on work engagement in the EFL context: a mixed-methods approach with digital ethnography	7
Metacognitive skills and self-regulated learning and teaching among primary school teachers: The mediating effect of enthusiasm	7
Metacognitive effects of instructional visuals: the role of cue use and judgment type	7
Effect of instruction and experience on students’ learning strategies	7
An examination of the effect of feedback on meta-ignorance of mental illness public stigma	7
Linking teachers’ and students’ motivation for self-regulated learning: is there a signal and how is it transmitted?	7
On the confidence-accuracy relationship in memory: inferential, direct access, or indirect access?	7
Think higher, gain more: the effect of making inference- and memory-based metacognitive judgments on text learning	7
Teacher involvement and self-regulation in homework: impact on secondary school students’ homework behavior	7
Perceptually fluent features of study words do not inflate judgements of learning: evidence from font size, highlights, and Sans Forgetica font type	7
Metacognitive awareness in relation to university students’ learning profiles	7
Retrospective confidence rating about memory performance is affected by both retrieval fluency and non-decision time	7
Capturing multi-layered regulated learning in collaboration	7
Experience-inconsistent anchor biases judgments of learning	7
Sources within sources: The dynamic influence of multiple documents trustworthiness when evaluating and using an embedded source	7
A quantitative review of the effects of self-regulation interventions on primary and secondary student academic achievement	6
Psychometric properties of the Metacognitive Awareness Inventory (MAI): standardization to an international spanish with 12 countries	6
The Dynamics Between Self-Regulated Learning and Learning Outcomes: an Exploratory Approach and Implications	6
The role of metacognitive experience: Can feedback training affect kindergarteners'monitoring accuracy?	5
Relations between undergraduates’ self-regulated learning skill mastery during digital training and biology performance	5
Development and validation of a scale for metacognitive regulation of interactive metadiscourse strategies in L2 argumentative writing	5
Process mining measures students’ help-seeking transitions when completing assignments in an online learning and assessment platform	5
Correction: Longitudinal and reciprocal links between metacognition, mathematical modeling competencies, and mathematics achievement in grades 7–8: A cross-lagged panel analysis	5
Individuals’ differences in self-assessment: The relationship between subjective and objective financial literacy	4
Development and validation of the metacognitive competency scale for college students in hybrid learning (MCS-HL): insights from the network analysis perspective	4
Correction to: The self-regulation for learning online (SRL-O) questionnaire	4

Metacognitive monitoring skills of reading comprehension and writing between proficient and poor readers	4
Metacognitive writing strategies, critical thinking skills, and academic writing performance: A structural equation modeling approach	4
To what extent can think sheets with or without reflection prompts support self-regulated learning from text?	4
How beliefs explain the effect of achievement goals on judgments of learning	4
How to design and evaluate personalized scaffolds for self-regulated learning	4
Examining the development of metacognitive strategy knowledge and its link to strategy application in complex problem solving – a longitudinal analysis	4
Measuring socially shared regulation of learning: a review and critique of existing self-report surveys	4
Self-regulated strategy development’s effectiveness: underlying cognitive and metacognitive mechanisms	4
Is the perceptual disfluency effect moderated by working memory capacity? Direct replication of Lehmann et al. (2016)	4