College students in a lower-division psychology course made metacognitive judgments by predicting and postdicting performance for true-false, multiple-choice, and fill-in-the-blank question sets on each of three exams. This study investigated which question format would result in the most accurate metacognitive judgments. Extending Koriat's (1997)…

Retrieval fluency can affect the metacognitive judgments people make about their memory. In a study by Benjamin, Bjork, and Schwartz (1998), participants predicted they would be better able to recall the answers to questions they retrieved more quickly than the answers to questions they retrieved more slowly, despite actual performance going in…

Previous research has shown the validity of the Measure of Linked Concepts (MLC) assessment in college introductory chemistry. Herein, we present a novel model of pairing the MLC with a metacognitive exercise aligned with learning objectives in the introductory chemistry courses as an effective tool for instructors to be integrated into…

Judgments of learning (JOLs) refer to explicit predictions regarding the likelihood of remembering newly acquired information on a later test of memory. In recent years, there has been considerable interest in understanding the processes that underlie such judgments. Recent theorizing on this matter has characterized JOLs as inferential in…

Metacognitive awareness of listening strategies has a supporting role in explaining L2 listening comprehension. Although metacognitive awareness is language-independent, language proficiency may determine whether learners can utilize such a cognitive resource during multiple language development. The current study explores the listening strategy…

Manipulations that induce disfluency during encoding generally produce lower memory predictions for the disfluent condition than for the fluent condition. Similar to other manipulations of disfluency, generating lies takes longer and requires more mental effort than does telling the truth; hence, a manipulation of lie generation might produce…

As student participation is an essential component of many classes, this research attempted to foster increased congruence between student and professor ratings of class participation. Study 1 (N = 191) explored the utility of a detailed grading rubric in assessing participation. As predicted, providing students and faculty with the same rubric…

This study investigated the reported use of metacognitive reading strategies and their interplay with the reading comprehension of 119 tenth grade learners of English as a foreign language (EFL) enrolled in five randomly-selected public schools in South Lebanon. In addition, the study examined the relative role of the global, problem-solving, and…

The study examined the relationship between English teachers' reflective practices and their self-regulation. It also explored the relationships between self-regulation and teachers' teaching experiences. To achieve the goal of the study, 103 English teachers from different senior and junior high schools were selected through convenience sampling…

This paper reports an action research study which aimed to avoid the use of mother tongue in reading comprehension activities. To this end, an action research study was designed and conducted with 30 elementary level students studying at the Preparatory school of Baskent University. The study was conducted in the first term of 2016-2017 academic…

Metacognition refers to students' knowledge and regulation of cognition, as well as their accuracy in predicting their academic performance. This study addressed two major questions: 1) how do metacognitive knowledge, regulation and accuracy differ across domains?, and 2) how do students' individual differences relate to their reported…

Within the current test-centered educational reform movement, considerable emphasis is placed on using assessment results to make instructional decisions for individual students. Test scores are used to estimate a student's current level of skill, monitor his or her progress during instruction, and identify whether the student has gained the…