Publication Date
In 2024 | 16 |
Since 2023 | 53 |
Since 2020 (last 5 years) | 146 |
Since 2015 (last 10 years) | 230 |
Since 2005 (last 20 years) | 320 |
Descriptor
Metacognition | 247 |
Accuracy | 62 |
Learning Strategies | 61 |
Correlation | 59 |
Learning Processes | 49 |
Cognitive Processes | 42 |
Prediction | 41 |
Teaching Methods | 41 |
Elementary School Students | 40 |
Memory | 38 |
Student Attitudes | 37 |
More ▼ |
Source
Metacognition and Learning | 320 |
Author
Roebers, Claudia M. | 11 |
Molenaar, Inge | 7 |
Whitebread, David | 6 |
Bannert, Maria | 5 |
Händel, Marion | 5 |
Järvelä, Sanna | 5 |
Kleitman, Sabina | 5 |
Malmberg, Jonna | 5 |
de Bruin, Anique B. H. | 5 |
Ackerman, Rakefet | 4 |
Azevedo, Roger | 4 |
More ▼ |
Publication Type
Journal Articles | 320 |
Reports - Research | 286 |
Reports - Evaluative | 23 |
Tests/Questionnaires | 10 |
Reports - Descriptive | 8 |
Information Analyses | 6 |
Speeches/Meeting Papers | 1 |
Education Level
Audience
Teachers | 1 |
Location
China | 8 |
Israel | 4 |
Germany | 3 |
Netherlands | 2 |
Australia | 1 |
Canada | 1 |
Latin America | 1 |
Norway | 1 |
Pennsylvania | 1 |
Philippines | 1 |
Spain | 1 |
More ▼ |
Laws, Policies, & Programs
Assessments and Surveys
Bayley Scales of Infant… | 1 |
Motivated Strategies for… | 1 |
Program for International… | 1 |
Raven Advanced Progressive… | 1 |
Raven Progressive Matrices | 1 |
Torrance Tests of Creative… | 1 |
What Works Clearinghouse Rating
Pérez-González, Juan-Carlos; Filella, Gemma; Soldevila, Anna; Faiad, Yasmine; Sanchez-Ruiz, Maria-Jose – Metacognition and Learning, 2022
The study investigated the joint contribution of the self-regulated learning (SRL) and individual differences approaches to the prediction of university students' grade point average (GPA) obtained at three separate time points throughout their degree (3 years). We assessed cognitive (i.e., previous academic performance, cognitive ability, and…
Descriptors: Learning Strategies, Individual Differences, Academic Achievement, Grade Prediction
Eshuis, Elise H.; ter Vrugte, Judith; de Jong, Ton – Metacognition and Learning, 2022
Creating concept maps is considered to be a powerful means for learning. It requires students to systematically organize and integrate their knowledge, which can foster meaningful learning. However, students scarcely spontaneously engage in the (meta)cognitive processes necessary for effective knowledge integration, such as reflection, which can…
Descriptors: Reflection, Learning Processes, Concept Mapping, Metacognition
Scheibe, Daniel A.; Fitzsimmons, Charles J.; Mielicki, Marta K.; Taber, Jennifer M.; Sidney, Pooja G.; Coifman, Karin; Thompson, Clarissa A. – Metacognition and Learning, 2022
The advent of COVID-19 highlighted widespread misconceptions regarding people's accuracy in interpreting quantitative health information. How do people judge whether they accurately answered health-related math problems? Which individual differences predict these item-by-item metacognitive monitoring judgments? How does a brief intervention…
Descriptors: COVID-19, Pandemics, Problem Solving, Prediction
Fan, Yizhou; van der Graaf, Joep; Lim, Lyn; Rakovic, Mladen; Singh, Shaveen; Kilgour, Jonathan; Moore, Johanna; Molenaar, Inge; Bannert, Maria; Gaševic, Dragan – Metacognition and Learning, 2022
Contemporary research that looks at self-regulated learning (SRL) as processes of learning events derived from trace data has attracted increasing interest over the past decade. However, limited research has been conducted that looks into the validity of trace-based measurement protocols. In order to fill this gap in the literature, we propose a…
Descriptors: Validity, Metacognition, Learning Strategies, Artificial Intelligence
Nicolay, Björn; Krieger, Florian; Stadler, Matthias; Vainikainen, Mari-Pauliina; Lindner, Marlit Annalena; Hansen, Anne; Greiff, Samuel – Metacognition and Learning, 2022
The ability to solve complex problems successfully represents a key competence for students' educational success and beyond. While strategy application and metastrategic knowledge constitute two underlying components that drive successful complex problem solving (CPS), little is known about how these two facets develop individually and jointly in…
Descriptors: Metacognition, Problem Solving, Cognitive Processes, Cognitive Style
Frazier, Leslie D.; Schwartz, Bennett L.; Metcalfe, Janet – Metacognition and Learning, 2021
Self-regulation, a social-cognitive process at the intersection of metacognition, motivation, and behavior, encompasses how people conceptualize, strive for, and accomplish their goals. Self-regulation is critical for behavioral change regardless of the context. Research indicates that self-regulation is learned. Integral to successful…
Descriptors: Models, Metacognition, Personal Autonomy, Motivation
Undorf, Monika; Livneh, Iris; Ackerman, Rakefet – Metacognition and Learning, 2021
When responding to knowledge questions, people monitor their confidence in the knowledge they retrieve from memory and strategically regulate their responses so as to provide answers that are both correct and informative. The current study investigated the association between subjective confidence and the use of two response strategies: seeking…
Descriptors: Metacognition, Questioning Techniques, Help Seeking, Responses
Kitsantas, Anastasia; Cleary, Timothy J.; Whitehead, Aubrey; Cheema, Jehanzeb – Metacognition and Learning, 2021
The purpose of the present study was to (a) determine relationships among teacher contextual variables including support and cognitive activation, student motivational beliefs, engagement, and mathematics literacy and (b) to examine whether different types of motivational and behavioral engagement variables act as viable mediators between the…
Descriptors: Achievement Tests, Foreign Countries, International Assessment, Secondary School Students
Karabenick, Stuart A.; Berger, Jean-Louis; Ruzek, Erik; Schenke, Katerina – Metacognition and Learning, 2021
There is substantial evidence that students' use of self-regulated learning strategies is directly related to their motivation to achieve desired learning outcomes (designated outcome motivation: OM). Further, motivational beliefs about the strategies themselves (designated strategy motivation: SM) may also influence strategy use. In the absence…
Descriptors: Learning Strategies, High School Students, Student Motivation, Metacognition
Bae, Jinhee; Hong, Seok-sung; Son, Lisa K. – Metacognition and Learning, 2021
Against intuition, a set of "desirable difficulties" has been touted as a way in which to improve learning and lengthen retention. This includes, for instance, varying the conditions of learning to allow for more active, effortful, or challenging, contexts. In the current paper, we introduce data that show that, on the contrary, learning…
Descriptors: Failure, Difficulty Level, Learning, Selection
Yang, Chunliang; Yu, Rongjun; Hu, Xiao; Luo, Liang; Huang, Tina S.-T.; Shanks, David R. – Metacognition and Learning, 2021
Judgments of learning (JOLs) play a fundamental role in helping learners regulate their study strategies but are susceptible to various kinds of illusions and biases. These can potentially impair learning efficiency, and hence understanding the mechanisms underlying the formation of JOLs is important. Many studies have suggested that both…
Descriptors: Learning, Evaluative Thinking, Beliefs, Cognitive Processes
Kooken, Janice W.; Zaini, Raafat; Arroyo, Ivon – Metacognition and Learning, 2021
This research presents the results of development and validation of the Cyclical Self-Regulated Learning (SRL) Simulation Model, a model of student cognitive and metacognitive experiences learning mathematics within an intelligent tutoring system (ITS). Patterned after Zimmerman and Moylan's (2009) Cyclical SRL Model, the Simulation Model depicts…
Descriptors: Self Management, Psychological Patterns, Metacognition, Reflection
Gönül, Gökhan; Tsalas, Nike; Paulus, Markus – Metacognition and Learning, 2021
The effect of time pressure on metacognitive control is of theoretical and empirical relevance and is likely to allow us to tap into developmental differences in performances which do not become apparent otherwise, as previous studies suggest. In the present study, we investigated the effect of time pressure on metacognitive control in three age…
Descriptors: Metacognition, Cues, Time Management, Age Differences
Tekin, Eylul; Roediger, Henry L., III – Metacognition and Learning, 2021
Evidence is mixed concerning whether delayed judgments of learning (JOLs) enhance learning and if so, whether their benefit is similar to retrieval practice. One potential explanation for the mixed findings is the truncated search hypothesis, which states that not all delayed JOLs lead to a full-blown covert retrieval attempt. In three…
Descriptors: Retention (Psychology), Recall (Psychology), Cues, Review (Reexamination)
Baer, Carolyn; Malik, Puja; Odic, Darko – Metacognition and Learning, 2021
The world can be a confusing place, which leads to a significant challenge: how do we figure out what is true? To accomplish this, children possess two relevant skills: reasoning about the likelihood of their own accuracy (metacognitive confidence) and reasoning about the likelihood of others' accuracy (mindreading). Guided by Signal Detection…
Descriptors: Evaluative Thinking, Accuracy, Metacognition, Young Children