Metacognitive monitoring, recognizing when one is accurate or not, is important because judgments of one's performance or knowledge often relate to control decisions, such as help seeking. Unfortunately, children and adults struggle to accurately monitor their performance during number-magnitude estimation. People's accuracy in estimating number…

This special issue on early self- and co-regulation addresses a topic that is founded on a rich mix of theoretical perspectives, including self-determination theory, socio-cultural theory, attachment theory and artificial intelligence. Reflecting this diversity, the papers adopt a diverse range of approaches to cutting-edge questions regarding…

Current models of self-regulated learning emphasize the pervasive need for metacognitive monitoring skills at all phases of the learning process (Winne and Hadwin in "Studying as self-regulated learning." In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), "Metacognition in educational theory and practice" (pp. 227-304). Mahwah, NJ: Erlbaum,…

The influence of homework experiences on students' academic grades was studied with 223 college students. Students' self-efficacy for learning and perceived responsibility beliefs were included as mediating variables in this research. The students' homework influenced their achievement indirectly via these two self-regulatory beliefs as well as…

This study investigates algebraic reasoning and self-regulation skills among elementary school teachers who participated in a professional development program either with IMPROVE metacognitive questioning (PD + Meta) or with no metacognitive guidance (PD). Sixty-four Israeli teachers participated in a 3-year program designed to enhance…