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Joachim Wirth; Xenia-Lea Weber-Reuter; Corinna Schuster; Jens Fleischer; Detlev Leutner; Ferdinand Stebner – Educational Psychology Review, 2025
Training of self-regulated learning is most effective if it supports learning strategies in combination with metacognitive regulation, and learners can transfer their acquired metacognitive regulation skills to different tasks that require the use of the same learning strategy (near transfer). However, whether learners can transfer metacognitive…
Descriptors: Foreign Countries, Grade 6, Grade 5, Metacognition
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Rémi Dorgnier; Marie Mazerolle; François Maquestiaux; Laurence Picard – Journal of Educational Research, 2025
Recent studies in psychology emphasize the pivotal roles of adopting a growth mindset to enhance students' motivation and employing effective memory strategies to improve memory performance. This study evaluated the impact of a metacognitive intervention that combined the promotion of a growth mindset with the teaching of efficient learning…
Descriptors: Elementary School Students, Student Attitudes, Memory, Learning Strategies
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Stebner, Ferdinand; Schuster, Corinna; Weber, Xenia-Lea; Greiff, Samuel; Leutner, Detlev; Wirth, Joachim – Metacognition and Learning, 2022
Metacognitive skills are often considered domain-general, therefore they have the potential to transfer across domains, subjects, and tasks. However, transfer of metacognitive skills seldomly occurs spontaneously. Schuster et al., (2020) showed that training can have beneficial effects on spontaneous near and far transfer of metacognitive skills.…
Descriptors: Metacognition, Learning Strategies, Self Control, Knowledge Level
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Jonathan Fernandez; Jessica Guilbert – Metacognition and Learning, 2024
Self-Regulated Strategy Development (SRSD) is a method designed to explicitly teach students self-regulation skills and help them implement them. While SRSD's beneficial effect on writing quality has been confirmed in a large body of literature, the questions of why, how, and for whom SRSD works remain unclear. To investigate the underlying…
Descriptors: Metacognition, Learning Strategies, Writing Instruction, Intervention
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Kelly M. McGinn; Julie L. Booth; Alexandra Huyghe; Laura K. Young; M. Suzanne Donovan – Journal of Experimental Education, 2025
Prior short-term studies have shown the effectiveness of worked examples and self-explanation prompts in improving elementary students' mathematics knowledge. However, year-long classroom-based interventions have been tested only with older students. The purpose of the current study was to explore the effectiveness of a year-long classroom…
Descriptors: Grade 5, Mathematics Instruction, Intervention, Elementary School Students
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Wipaporn Sasanti; Chulida Hemtasin; Tawan Thongsuk – Anatolian Journal of Education, 2024
This analysis dissects a piece of information into its parts and determines how they interact in constructing a concept. This study focuses on enhancing the analytical thinking skills of grade 6 students in science and technology courses by implementing inquiry-based learning management. The aim is to meet the minimum requirement of 70 percent and…
Descriptors: Inquiry, Active Learning, Thinking Skills, Skill Development
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Ömer Acar – Educational Studies, 2024
Relationships between students' grade-level, epistemic beliefs, metacognition, and science achievement were investigated separately for low and high-achieving schools. A total of 587 students in low achieving schools and 600 students in high achieving schools from fifth, sixth, and eighth grades constituted the study sample. Exploratory and…
Descriptors: Instructional Program Divisions, Epistemology, Beliefs, Metacognition
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Esma Nur Gözütok; Ceyda Özçelik; Ali Arslan – Online Submission, 2024
The aim of this study was to examine the effects of self-regulated Jigsaw IV on mathematics achievement, self-efficacy beliefs, and mathematics anxiety among 5th-grade students. The pretest and post-test non-equivalent control group design was utilized in the study. The participants consisted of 40 fifth graders, half of them were assigned to the…
Descriptors: Mathematics Instruction, Teaching Methods, Metacognition, Cooperative Learning
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Heirweg, Sofie; De Smul, Mona; Merchie, Emmelien; Devos, Geert; Van Keer, Hilde – Research Papers in Education, 2022
Notwithstanding the value of self-regulation, different studies evidence that self-regulated learning (SRL) is still insufficiently ingrained in schools and that teachers only rarely promote it among their students. Therefore, the current study reports on a one-year school-wide professional development programme (PDP). A quasi-experimental…
Descriptors: Elementary School Teachers, Grade 5, Grade 6, Elementary School Students
English, Sherril H. – ProQuest LLC, 2018
For decades, urban public schools have been plagued by systemic and structural challenges that continue today. Scholars, policymakers, and the general public have pointed to problems of learning in urban schools and to low expectations for urban students' learning, but little attention has been given to how urban students themselves conceptualize…
Descriptors: Urban Schools, Student Attitudes, Cognitive Style, Elementary School Students
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Riwayatiningsih, Rika; Setyarini, Sri; Putra, Rahmat Agung Azmi – International Journal of Language Education, 2021
Since young learners have different characteristics than adults, EFL teachers for young learners should treat them differently and possess sufficient metacognitive to promote critical thinking skills. This paper aims to portray teacher's metacognitive knowledge in EFL young learners' classroom particularly in promoting their critical thinking…
Descriptors: Metacognition, Language Teachers, English (Second Language), Second Language Learning
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Jozwik, Sara L.; Cuenca-Carlino, Yojanna; Mustian, April L.; Douglas, Karen H. – Preventing School Failure, 2019
Simultaneous development of academic language and reading comprehension is critical for emerging bilingual students' academic success. With a focus on reading comprehension, this study extends the research on self-regulated strategy development (SRSD) to include emerging bilingual students with learning disabilities. Through a multiple probe…
Descriptors: Learning Strategies, Bilingualism, Academic Language, Reading Comprehension
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Mastrothanais, Konstantinos; Kalianou, Maria; Katsifi, Spiridoula; Zouganali, Anna – International Journal of Special Education, 2018
In the current research, the use of students' metacognitive strategies with and without special learning difficulties was studied as well as any differentiation of this use because of class or gender. The tool which was used was Junior Metacognitive Awareness Inventory, Version B (Jr. MAI) of Sperling et al. (2002) and is based on Brown's…
Descriptors: Metacognition, Learning Strategies, Learning Problems, Gender Differences
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Alpaslan, Muhammet Mustafa – Journal of Educational Research, 2017
The purpose of the study was to determine the level of the relationship among Turkish elementary school students' personal epistemologies, motivation, learning strategies, and achievements in science. A total of 322 fifth-grade students participated in the study. Results from the structural equation modeling showed that students' personal…
Descriptors: Foreign Countries, Elementary School Students, Epistemology, Self Management
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Cerda, Janet; Bailey, Alison L.; Heritage, Margaret – Language and Education, 2020
Using a qualitative case study design and applying a sociocultural theoretical perspective, support for self- and co-regulated learning in an elementary Spanish and English dual-language classroom was documented. The multi-age classroom comprised 33 students acquiring English and Spanish, at school (52% female students; 20 fourth grade and 13…
Descriptors: Metacognition, Bilingual Education, Elementary School Students, Teaching Methods
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