OOIR: Observatory of International Research

Papers

(The TQCC of Metacognition and Learning is 7. 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
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
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
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