Judgments of learning (JOLs), as one type of metacognitive judgments, are assessments that people make about how well they have learned material. The effective use of JOLs depends on various factors, including task-specific variables and the learner's own metacognitive resources. Little has been known about the relationship between JOL accuracy…

The ability to selectively focus on and remember important information, referred to as value-directed remembering, may be crucial for effective memory functioning. In the present study, we investigated the relationships between metacognitive monitoring and control accuracy, selectivity for valuable information, and fluid intelligence. Mediation…

The storage of information in external tools (e.g., notebook, cellphone) has become increasingly common. Some researchers have defined this behavior as cognitive offloading, which is a type of learning strategy. Studies have indicated that as age increases, children become increasingly capable of calibrating their learning strategies according to…

In the past decade, research increasingly uncovers emerging metacognitive skills in young children by using child-friendly, creative, and non-verbal measures of metacognition. In the present study, the now often used non-verbal "opt-out" paradigm and classical verbal metacognitive judgments (judgments-of-learning and confidence…

Self-regulated learning (SRL) skills and their importance to the learning process have been examined in recent years among typically developed children aged three through seven years. The current study is, to the best of our knowledge, the first to investigate SRL among children at risk for specific learning disorders (SLD risk). The study has two…

Decision-making is a complex process that is largely studied from an experimental perspective or in specific organizational contexts. As such, no generalizable framework exists with which to study decision-making from an individual differences perspective for predictive/selection purposes. By generalising a context-specific decision model proposed…

Children typically hold very optimistic views of their own skills but so far, only a few studies have investigated possible correlates of the ability to predict performance accurately. Therefore, this study examined the role of individual differences in performance estimation accuracy as a global metacognitive index for different monitoring and…

This study investigated whether and, if so, how metacognitive knowledge can be assessed validly in students with special educational needs in a large-scale assessment like the German National Educational Panel Study. In total, 804 sixth-grade students including both regular school students attending the lowest track of secondary education…

The need to cultivate students' use of metacognitive strategies in critical thinking has been emphasized in the related literature. The present study aimed at examining the role of metacognitive strategies in critical thinking. Ten university students with comparable cognitive ability, thinking disposition and academic achievement but with…

Metacognition is a person's ability to think about their own thinking, to think about their own cognitive ability and knowledge and then to take the appropriate regulatory steps when a problem is detected. Although considerable research has examined the level of such ability in various contexts, there has been relatively little study on whether…