OOIR: Observatory of International Research

Papers

(The median citation count of Metacognition and Learning is 5. 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 2022-05-01 to 2026-05-01.)

Article	Citations
When two learners are better than one: using flashcards with a partner improves metacognitive accuracy	93
Children’s and adults’ evaluation of evidence for scientific and non-scientific problems	69
Supporting reflection to improve learning from self-generated concept maps	63
Supporting self-regulated learning in clinical problem-solving with a computer-based learning environment: the effectiveness of scaffolds	54
The effect of a distributed metacognitive strategy intervention on reading comprehension	52
A complex systems approach to analyzing pedagogical agents’ scaffolding of self-regulated learning within an intelligent tutoring system	40
Payoff designs in post-decision wagering: a systematic review	39
Curiosity can influence metacognitive processes	38
The promotion of self-regulated learning in the classroom: a theoretical framework and an observation study	37
The factor structure of the arabic version of the metacognitive awareness inventory short version: insights from network analysis	35
Correction to: Scaffolding students’ use of metacognitive activities using discipline- and topic-specific reflective prompts	32
Remedying the Metamemory Expectancy Illusion in Source Monitoring: Are there Effects on Restudy Choices and Source Memory?	32
Beyond accuracy: how judgments of resolving time (JoRTs) impact confidence and persistence in the math and verbal domains	26
Ethnic minority multilingual young learners’ longitudinal development of metacognitive knowledge and breadth of vocabulary knowledge	25
Can metacognitive monitoring be trained procedurally in the classroom?	24
Improving the measurement of self-regulated learning using multi-channel data	22
Towards investigating the validity of measurement of self-regulated learning based on trace data	22
Promoting explicit instruction of strategies for self-regulated learning: evaluating a teacher professional development program in primary education	20
The meta-attention knowledge questionnaire (MAKQ): a new instrument for investigating meta-attention in a young adolescent sample	19
Who can predict their performance more accurately? An investigation of undergraduate students’ self-assessment behavior in mathematics courses	19
How evaluating memorability can lead to Unintended Consequences	19
Knowing how to learn: development and validation of the strategy knowledge test for self-regulated learning (SKT-SRL) for college students	18
Covert retrieval yields a forward testing effect across levels of successive list similarity	18
Normative data and standardization of an international protocol for the evaluation of metacognition in Spanish-speaking university students: A cross-cultural analysis	18
Metacognitive reflections on essentialism during the learning of the relationship between biology and the human race	16

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	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
Towards a new theory of student self-assessment: Tracing learners’ cognitive and affective processes	13
How multiple levels of metacognitive awareness operate in collaborative problem solving	13
Metacognition and motivation in creativity: examining the roles of self-efficacy and values as cues for metacognitive judgments	13
Performance judgment in mathematical and reading competence in adults	12
A multi-level growth modeling approach to measuring learner attention with metacognitive pedagogical agents	12
Uninformative anchoring effect in judgments of learning	12
Judgment of learning reactivity reflects enhanced relational encoding on cued-recall but not recognition tests	11
Effects of learning item difficulty and value on cognitive offloading during middle childhood	11
Effects of availability of diagnostic and non-diagnostic cues on the accuracy of teachers’ judgments of students’ text comprehension	11
Transfer of metacognitive skills in self-regulated learning: effects on strategy application and content knowledge acquisition	11
Towards scaffolding self-regulated writing: implications for developing writing interventions in first-year writing	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
Examining metacognitive strategy use in L1 and L2 task-situated writing: effects, transferability, and cross-language facilitation	11
Longitudinal associations between executive functions and metacognitive monitoring in 5- to 8-year-olds	11
Typologies of teaching strategies in classrooms and students’ metacognition and motivation: a latent profile analysis of the Greek PISA 2018 data	11
Testing the misinterpreted effort hypothesis: reframing effort changes perceived effort and its relationship to perceived learning, but does not affect decisions to interleave	10
Metacognitive awareness in relation to university students’ learning profiles	10
Think higher, gain more: the effect of making inference- and memory-based metacognitive judgments on text learning	10
Teachers’ knowledge and professional development for metacognitive instruction in the context of higher order thinking	10
Examining adaptations in study time allocation and restudy selection as a function of expected test format	10
Linking teachers’ and students’ motivation for self-regulated learning: is there a signal and how is it transmitted?	10
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	10
Retrospective confidence rating about memory performance is affected by both retrieval fluency and non-decision time	9
Capturing multi-layered regulated learning in collaboration	9
On the confidence-accuracy relationship in memory: inferential, direct access, or indirect access?	9
Effect of instruction and experience on students’ learning strategies	8
Experience-inconsistent anchor biases judgments of learning	8
The Dynamics Between Self-Regulated Learning and Learning Outcomes: an Exploratory Approach and Implications	8
An examination of the effect of feedback on meta-ignorance of mental illness public stigma	8
Teacher involvement and self-regulation in homework: impact on secondary school students’ homework behavior	8
Psychometric properties of the Metacognitive Awareness Inventory (MAI): standardization to an international spanish with 12 countries	8
Metacognitive effects of instructional visuals: the role of cue use and judgment type	8
Sources within sources: The dynamic influence of multiple documents trustworthiness when evaluating and using an embedded source	8
Correction: Longitudinal and reciprocal links between metacognition, mathematical modeling competencies, and mathematics achievement in grades 7–8: A cross-lagged panel analysis	7
The role of metacognitive experience: Can feedback training affect kindergarteners'monitoring accuracy?	7
Relations between undergraduates’ self-regulated learning skill mastery during digital training and biology performance	7
Process mining measures students’ help-seeking transitions when completing assignments in an online learning and assessment platform	7
A quantitative review of the effects of self-regulation interventions on primary and secondary student academic achievement	7
To what extent can think sheets with or without reflection prompts support self-regulated learning from text?	6
Individuals’ differences in self-assessment: The relationship between subjective and objective financial literacy	6
Examining the development of metacognitive strategy knowledge and its link to strategy application in complex problem solving – a longitudinal analysis	6
Development and validation of a scale for metacognitive regulation of interactive metadiscourse strategies in L2 argumentative writing	6
Metacognitive writing strategies, critical thinking skills, and academic writing performance: A structural equation modeling approach	6
Measuring socially shared regulation of learning: a review and critique of existing self-report surveys	6
Metacognitive monitoring skills of reading comprehension and writing between proficient and poor readers	5
Correction to: The self-regulation for learning online (SRL-O) questionnaire	5
Supporting college students’ metacognitive monitoring in a biology course through practice and timely monitoring feedback	5
Self-regulated strategy development’s effectiveness: underlying cognitive and metacognitive mechanisms	5

How to design and evaluate personalized scaffolds for self-regulated learning	5
Is the perceptual disfluency effect moderated by working memory capacity? Direct replication of Lehmann et al. (2016)	5
Development and validation of the metacognitive competency scale for college students in hybrid learning (MCS-HL): insights from the network analysis perspective	5
Exploring the impact of concept-oriented faded WOE and metacognitive scaffolding on learners’ transfer performance and motivation in programming education	5
The many facets of metacognition: comparing multiple measures of metacognition in healthy individuals	5