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…

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…

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.…

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…

The teachers should support students in acquiring knowledge and developing skills thus preparing them to think and learn independently. Considering this, the significance of implementing the modified Know-Want-Learn (KWL) teaching strategy, which directs students to perform metacognitive activities, becomes more evident. Quasi-experimental…

The feelings of difficulty and familiarity (FOD and FOF) are two types of metacognitive experiences. Both may influence student engagement and the application of metacognitive strategies, but these relationships are not well understood, in part because many studies have relied on self-report measures of behaviors that may not accurately reflect…

This study examined the metacognitive knowledge of Finnish comprehensive school students and explored whether grade-based differences in metacognitive knowledge exist among 6th, 7th and 9th graders. Integrating qualitative (declarative, procedural, conditional) and contextual (person, task, strategy) frameworks, the research aims for a…

The purpose of this study is to investigate the impact of robotic coding activities on elementary school students' metacognitive skills and attitudes towards robotic coding. A mixed-method approach was employed in the research, utilizing a single group pre-and post-test design. The study sample consisted of 20 students enrolled in the fourth grade…

Our research aimed to investigate the potential learning benefits to young children of implementing digital interactive multimodal technologies that provide both visual and haptic experiences in elementary mathematics classrooms. We studied the ways in which fourth-grade students collaboratively create collective strategies for solving…

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…

Background: Learning is a self-regulated loop where learning strategies and achievements are interrelated. In reading, although some studies have explored the relationship between different learning strategies (memorization, elaboration and control) and reading achievement, little is known about how they interact over time. Even though the…

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…

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…

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…

This qualitative study was conducted in a private school in Abu Dhabi, the United Arab Emirates, to explore the role of reflective diaries as a form of formative assessment in promoting self-regulated learning (SRL) among English as a Second Language learners. Specifically, the study aimed to discover the impact of reflective diaries on students'…