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The effect of writing script on efficiency and metacognitive monitoring in inferential word learning Metacogn. Learn. (IF 2.704) Pub Date : 2024-03-16
Abstract The writing system – the transparency of orthography in alphabet-based systems and differences between logographic and phonetic-based systems – can affect the efficiency of inferential word learning when words are introduced visually. It can also shape how people self-evaluate their learning success (we refer to such type of self-evaluation as metacognitive monitoring of word learning). By
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Examining pre-service teachers’ cognitive conditions and how this shapes their cognitive operations and metacognitive adaptations during emergency online practice teaching (PT) Metacogn. Learn. (IF 2.704) Pub Date : 2024-03-12
Abstract This descriptive qualitative study examined pre-service teachers’ cognitive conditions, cognitive operations, and metacognitive adaptations during emergency online practice teaching. It further examined the intricate interplay between these components. Using pre- and post-open-ended questions and weekly reflections, qualitative methods were employed to examine participants’ cognitive conditions
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Who can predict their performance more accurately? An investigation of undergraduate students’ self-assessment behavior in mathematics courses Metacogn. Learn. (IF 2.704) Pub Date : 2024-03-11 Kedar Nepal, Ram C. Kafle
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Knowing how to learn: development and validation of the strategy knowledge test for self-regulated learning (SKT-SRL) for college students Metacogn. Learn. (IF 2.704) Pub Date : 2024-03-07 Laura Dörrenbächer-Ulrich, Jörn R. Sparfeldt, Franziska Perels
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Study strategy use among elementary school students: Is use of specific study strategies related to academic performance? Metacogn. Learn. (IF 2.704) Pub Date : 2024-03-02 Yue Yin, Tian Fan, Wenbo Zhao, Jun Zheng, Xiao Hu, Ningxin Su, Chunliang Yang, Liang Luo
Employment of appropriate study strategies is crucial for academic success. Previous findings on whether use of specific strategies is related to academic performance in real educational settings were inconsistent, and their participant samples were largely restricted to undergraduate students. The current study recruited a large sample (i.e., 4,331 participants) of elementary school students to explore
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Effects of a homework implementation method (MITCA) on self-regulation of learning Metacogn. Learn. (IF 2.704) Pub Date : 2024-02-16
Abstract The MITCA method (Homework Implementation Method) was developed with the purpose of turning homework into an educational resource capable of improving students' self-regulated learning and school engagement. In this paper, following current theoretical frameworks, we evaluate the effect of the MITCA method on students' self-regulated learning. In general, MITCA includes the assignment of diverse
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Examining adaptations in study time allocation and restudy selection as a function of expected test format Metacogn. Learn. (IF 2.704) Pub Date : 2024-02-01
Abstract Previous literature suggests learners can adjust their encoding strategies to match the demands of the expected test format. However, it is unclear whether other forms of metacognitive control, namely, study time allocation and restudy selection, are also sensitive to expected test format. Across four experiments we examined whether learners qualitatively adjust their allocation of study time
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The promotion of self-regulated learning in the classroom: a theoretical framework and an observation study Metacogn. Learn. (IF 2.704) Pub Date : 2024-01-29 Stella Vosniadou, Erin Bodner, Helen Stephenson, David Jeffries, Michael J. Lawson, IGusti Ngurah Darmawan, Sean Kang, Lorraine Graham, Charlotte Dignath
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Effect of instruction and experience on students’ learning strategies Metacogn. Learn. (IF 2.704) Pub Date : 2024-01-09 Ezgi Melisa Yüksel, C. Shawn Green, Haley A. Vlach
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Effects of reading instructions on pre-service teachers’ judgment bias when learning from texts Metacogn. Learn. (IF 2.704) Pub Date : 2023-12-30 Jennifer Knellesen, Marion Händel, Stefanie Golke
Learning from texts means acquiring and applying knowledge, which requires students to judge their text comprehension accurately. However, students usually overestimate their comprehension, which can be caused by a misalignment between the cues used to judge one’s comprehension and the cognitive requirements of future test questions. Therefore, reading instructions might help students to use more valid
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Metacognitive effects of instructional visuals: the role of cue use and judgment type Metacogn. Learn. (IF 2.704) Pub Date : 2023-12-30 Allison J. Jaeger, Logan Fiorella
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Is the perceptual disfluency effect moderated by working memory capacity? Direct replication of Lehmann et al. (2016) Metacogn. Learn. (IF 2.704) Pub Date : 2023-12-30
Abstract According to an aptitude-treatment interaction experiment (Lehmann et al., Metacognition and Learning, 11, 89–105, 2016, N = 47, published in Metacognition and Learning), perceptually disfluent texts facilitated retention and comprehension performance (but not transfer performance) only for learners with higher working memory capacity (WMC). No effects of WMC for a fluent text were found (albeit
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Judgment of learning reactivity reflects enhanced relational encoding on cued-recall but not recognition tests Metacogn. Learn. (IF 2.704) Pub Date : 2023-12-27 Nicholas P. Maxwell, Mark J. Huff
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Promoting explicit instruction of strategies for self-regulated learning: evaluating a teacher professional development program in primary education Metacogn. Learn. (IF 2.704) Pub Date : 2023-12-27 Patrick Sins, Renske de Leeuw, Jaap de Brouwer, Emmy Vrieling-Teunter
Self-regulated learning (SRL) is crucial to students’ learning. SRL is characterized by students taking initiative, showing perseverance and adaptively regulating their learning. Teachers play an essential role in promoting and fostering this process. However, several studies have shown that in primary education explicit instruction of SRL strategies barely takes place. Given the relevance of SRL for
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Integrating multiple cues in metamemory: using the illusory effect of font size and level of processing to inform FOK judgments Metacogn. Learn. (IF 2.704) Pub Date : 2023-12-16
Abstract Metamemory judgments, defined as predictions of memory performance, are often influenced by misleading cues, such as fluency. However, how fluency cues compete to influence retrospective metamemory judgments is still unclear. The present study investigated how multiple fluency cues concurrently influence immediate feeling of knowing (FOK) judgments with two fluency manipulations—font size
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Scaffolding students’ use of metacognitive activities using discipline- and topic-specific reflective prompts Metacogn. Learn. (IF 2.704) Pub Date : 2023-11-16 Elien Sijmkens, Mieke De Cock, Tinne De Laet
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How to design and evaluate personalized scaffolds for self-regulated learning Metacogn. Learn. (IF 2.704) Pub Date : 2023-11-08 Joep van der Graaf, Mladen Raković, Yizhou Fan, Lyn Lim, Shaveen Singh, Maria Bannert, Dragan Gašević, Inge Molenaar
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Introduction to special issue on facilitating self-regulated learning with scaffolds: Recent advances and future directions Metacogn. Learn. (IF 2.704) Pub Date : 2023-11-06 Joep van der Graaf, Michelle Taub, Yizhou Fan
It is important for learners to engage in self-regulated learning (SRL), as it predicts academic achievement in a wide range of disciplines. However, SRL can be difficult to enact. Therefore, scaffolds have been designed to support SRL. In our introductory article to this special issue on facilitating SRL with scaffolds, we present a framework to categorize different scaffolds, place the contributions
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Exploring the impact of concept-oriented faded WOE and metacognitive scaffolding on learners’ transfer performance and motivation in programming education Metacogn. Learn. (IF 2.704) Pub Date : 2023-11-02 Yoonhee Shin, Jaewon Jung, Hyun Ji Lee
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Ethnic minority multilingual young learners’ longitudinal development of metacognitive knowledge and breadth of vocabulary knowledge Metacogn. Learn. (IF 2.704) Pub Date : 2023-10-20 Mark Feng Teng, Lawrence Jun Zhang
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Relations between undergraduates’ self-regulated learning skill mastery during digital training and biology performance Metacogn. Learn. (IF 2.704) Pub Date : 2023-10-06 Matthew L. Bernacki, Megan Claire Cogliano, Shelbi L. Kuhlmann, Jenifer Utz, Christy Strong, Jonathan C. Hilpert, Jeffrey A. Greene
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Towards a new theory of student self-assessment: Tracing learners’ cognitive and affective processes Metacogn. Learn. (IF 2.704) Pub Date : 2023-09-28 Nathan Rickey, Christopher DeLuca, Pamela Beach
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How multiple levels of metacognitive awareness operate in collaborative problem solving Metacogn. Learn. (IF 2.704) Pub Date : 2023-09-26 Ahsen Çini, Sanna Järvelä, Muhterem Dindar, Jonna Malmberg
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Towards scaffolding self-regulated writing: implications for developing writing interventions in first-year writing Metacogn. Learn. (IF 2.704) Pub Date : 2023-09-27 Michelle Taub, Allison M. Banzon, Sierra Outerbridge, LaVonda R. Walker, Lindsey Olivera, Marissa Salas, Joel Schneier
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Evaluating false positive rates of standard and hierarchical measures of metacognitive accuracy Metacogn. Learn. (IF 2.704) Pub Date : 2023-09-09 Manuel Rausch, Michael Zehetleitner
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Teachers’ judgment accuracy of students’ monitoring skills: a conceptual and methodological framework and explorative study Metacogn. Learn. (IF 2.704) Pub Date : 2023-08-18 Janneke van de Pol, Sophie Oudman
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Supporting self-regulated learning in clinical problem-solving with a computer-based learning environment: the effectiveness of scaffolds Metacogn. Learn. (IF 2.704) Pub Date : 2023-07-25 Juan Zheng, Susanne P. Lajoie, Tingting Wang, Shan Li
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Motivating children to (pre)monitor: positive effects on monitoring accuracy? Metacogn. Learn. (IF 2.704) Pub Date : 2023-07-21 Sophie Wacker, Claudia M. Roebers
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The many facets of metacognition: comparing multiple measures of metacognition in healthy individuals Metacogn. Learn. (IF 2.704) Pub Date : 2023-07-07 Anneke Terneusen, Conny Quaedflieg, Caroline van Heugten, Rudolf Ponds, Ieke Winkens
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Expert example but not negative example standards help learners accurately evaluate the quality of self-generated examples Metacogn. Learn. (IF 2.704) Pub Date : 2023-06-21 Linda Froese, Julian Roelle
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Covert retrieval yields a forward testing effect across levels of successive list similarity Metacogn. Learn. (IF 2.704) Pub Date : 2023-06-17 Monique Carvalho, Alysha Cooper, Harvey H. C. Marmurek
Two experiments determined whether metamemory judgments invoking covert retrieval practice for a list of unrelated paired associate words led to the facilitation of learning a subsequent list. Three types of relation between successive lists were compared: negative transfer (A-B, A-D); a control for item-specific proactive interference (A-B, C-D); and repetition (A-B, A-B). Experiment 1 showed that
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A complex systems approach to analyzing pedagogical agents’ scaffolding of self-regulated learning within an intelligent tutoring system Metacogn. Learn. (IF 2.704) Pub Date : 2023-05-19 Daryn A. Dever, Nathan A. Sonnenfeld, Megan D. Wiedbusch, S. Grace Schmorrow, Mary Jean Amon, Roger Azevedo
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Exploring the effects of a musical play intervention on young children’s self-regulation and metacognition Metacogn. Learn. (IF 2.704) Pub Date : 2023-05-17 Antonia Zachariou, Arielle Bonneville-Roussy, David Hargreaves, Rania Neokleous
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Why is monitoring accuracy so poor in number line estimation? The importance of valid cues and systematic variability for U.S. college students Metacogn. Learn. (IF 2.704) Pub Date : 2023-04-22 Charles J. Fitzsimmons, Clarissa A. Thompson
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Exploring the relationship between prior knowledge and metacognitive monitoring accuracy Metacogn. Learn. (IF 2.704) Pub Date : 2023-04-19 Amber E. Witherby, Shana K. Carpenter, Andrew M. Smith
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Scaffolding self-regulated learning from causal-relations texts: Diagramming and self-assessment to improve metacomprehension accuracy? Metacogn. Learn. (IF 2.704) Pub Date : 2023-04-10 Héctor J. Pijeira-Díaz, Janneke van de Pol, Faisal Channa, Anique de Bruin
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Think higher, gain more: the effect of making inference- and memory-based metacognitive judgments on text learning Metacogn. Learn. (IF 2.704) Pub Date : 2023-04-03 Hyorim Ha, Hee Seung Lee
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Memory for inter-item relations is reactively disrupted by metamemory judgments Metacogn. Learn. (IF 2.704) Pub Date : 2023-03-27 Wenbo Zhao, Yue Yin, Xiao Hu, David R. Shanks, Chunliang Yang, Liang Luo
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Uninformative anchoring effect in judgments of learning Metacogn. Learn. (IF 2.704) Pub Date : 2023-03-13 Kenji Ikeda
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Normative data and standardization of an international protocol for the evaluation of metacognition in Spanish-speaking university students: A cross-cultural analysis Metacogn. Learn. (IF 2.704) Pub Date : 2023-03-08 Antonio P. Gutierrez de Blume, Diana Marcela Montoya Londoño, Lilián Daset, Ariel Cuadro, Mauricio Molina Delgado, Olivia Morán Núñez, Claudia García de la Cadena, María Beatríz Beltrán Navarro, Natalia Arias Trejo, Ana Ramirez Balmaceda, Virginia Jiménez Rodríguez, Aníbal Puente Ferreras, Sebastián Urquijo, Walter Lizandro Arias, Laura Inés Rivera, Marion Schulmeyer, Jesus Rivera-Sanchez
A deeper understanding of what factors influence metacognition has never become more pressing than in today’s digital era, in which information flows constantly and quickly. To this end, the present study explored the role of culture in mediating how individuals experience metacognitive phenomena. For this purpose, the International Group on Metacognition (IGM) developed a rigorous standard international
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A multi-level growth modeling approach to measuring learner attention with metacognitive pedagogical agents Metacogn. Learn. (IF 2.704) Pub Date : 2023-03-03 Megan Wiedbusch, James Lester, Roger Azevedo
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Relating metacognition and executive functions to early mathematical and language skills in children aged 4–5 years Metacogn. Learn. (IF 2.704) Pub Date : 2023-02-08 Xiaoyan Jiao, Anqi Zhang, Xiaomei Bu
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The Effects of emotion on judgments of learning and memory: a meta-analytic review Metacogn. Learn. (IF 2.704) Pub Date : 2023-01-31 Yue Yin, David R. Shanks, Baike Li, Tian Fan, Xiao Hu, Chunliang Yang, Liang Luo
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The effect of a distributed metacognitive strategy intervention on reading comprehension Metacogn. Learn. (IF 2.704) Pub Date : 2023-01-26 Marek Urban, Kamila Urban, John L. Nietfeld
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Knowledge about others’ knowledge: how accurately do teachers estimate their students’ test scores? Metacogn. Learn. (IF 2.704) Pub Date : 2023-01-21 Mehmet Akif Güzel, Tahsin Oğuz Başokçu
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How evaluating memorability can lead to Unintended Consequences Metacogn. Learn. (IF 2.704) Pub Date : 2023-01-21 Dillon H. Murphy, Vered Halamish, Matthew G. Rhodes, Alan D. Castel
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The role of achievement emotions for text comprehension and metacomprehension Metacogn. Learn. (IF 2.704) Pub Date : 2022-12-24 Anja Prinz-Weiß, Laura Lukosiute, Mona Meyer, Janina Riedel
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Temporal change of emotions: Identifying academic emotion trajectories and profiles in problem-solving Metacogn. Learn. (IF 2.704) Pub Date : 2022-12-20 Juan Zheng, Susanne P. Lajoie, Shan Li, Hongbin Wu
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More socio-emotional regulation, more effective? Exploring social regulation of learning in collaborative argumentation among the high and low performing groups Metacogn. Learn. (IF 2.704) Pub Date : 2022-12-02 Xiaoran Li, Yanyan Li, Wanqing Hu, Keru Li, Lei Gao
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Metacognitive errors in the classroom: The role of variability of past performance on exam prediction accuracy Metacogn. Learn. (IF 2.704) Pub Date : 2022-11-09 Lisa Geraci, Nayantara Kurpad, Robert Tirso, Kathryn N. Gray, Yan Wang
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Transfer of metacognitive skills in self-regulated learning: effects on strategy application and content knowledge acquisition Metacogn. Learn. (IF 2.704) Pub Date : 2022-10-28 Ferdinand Stebner, Corinna Schuster, Xenia-Lea Weber, Samuel Greiff, Detlev Leutner, Joachim Wirth
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Changed-goal or cue-strengthening? Examining the reactivity of judgments of learning with the dual-retrieval model Metacogn. Learn. (IF 2.704) Pub Date : 2022-10-18 Minyu Chang, C. J. Brainerd
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Examining the development of metacognitive strategy knowledge and its link to strategy application in complex problem solving – a longitudinal analysis Metacogn. Learn. (IF 2.704) Pub Date : 2022-10-14 Björn Nicolay, Florian Krieger, Matthias Stadler, Mari-Pauliina Vainikainen, Marlit Annalena Lindner, Anne Hansen, Samuel Greiff
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An examination of the effect of feedback on meta-ignorance of mental illness public stigma Metacogn. Learn. (IF 2.704) Pub Date : 2022-10-07 Xiaomiao Li, Brittany L. Lindsay, Andrew C. H. Szeto, Keith S. Dobson
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Exploring the connection between task difficulty, task perceptions, physiological arousal and learning outcomes in collaborative learning situations Metacogn. Learn. (IF 2.704) Pub Date : 2022-09-27 Jonna Malmberg, Eetu Haataja, Sanna Järvelä
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Integrating self-regulated learning and individual differences in the prediction of university academic achievement across a three-year-long degree Metacogn. Learn. (IF 2.704) Pub Date : 2022-09-10 Juan-Carlos Pérez-González, Gemma Filella, Anna Soldevila, Yasmine Faiad, Maria-Jose Sanchez-Ruiz
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The self-regulation for learning online (SRL-O) questionnaire Metacogn. Learn. (IF 2.704) Pub Date : 2022-09-01 Jaclyn Broadbent, E. Panadero, J. M. Lodge, M. Fuller-Tyszkiewicz
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Metacognitive monitoring skills of reading comprehension and writing between proficient and poor readers Metacogn. Learn. (IF 2.704) Pub Date : 2022-08-31 Christian Soto, Antonio P. Gutierrez de Blume, Verónica Rebolledo, Fernanda Rodríguez, Diego Palma, Fernando Gutiérrez
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Remedying the Metamemory Expectancy Illusion in Source Monitoring: Are there Effects on Restudy Choices and Source Memory? Metacogn. Learn. (IF 2.704) Pub Date : 2022-08-10 Marie Luisa Schaper, Ute J. Bayen, Carolin V. Hey
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Metacognitive awareness in relation to university students’ learning profiles Metacogn. Learn. (IF 2.704) Pub Date : 2022-08-03 Tarja Tuononen, Heidi Hyytinen, Milla Räisänen, Telle Hailikari, Anna Parpala
The present study aims to deepen our understanding of the relationship between metacognitive awareness and approaches to learning in a multidisciplinary context of higher education using a person-oriented approach. The participants in the present study were 462 third year students of humanities, social sciences and theology. The students filled in a HowULearn questionnaire which included 18 items related