Background: Many learners struggle to productively self-regulate their learning. To support the learners' self-regulated learning (SRL) and boost their achievement, it is essential to understand the cognitive and metacognitive processes that underlie SRL. To measure these processes, contemporary SRL researchers have largely utilized think aloud or…

Problem solving is a key component of authentic scientific research and practice in organic chemistry. One factor that has been shown to have a major role in successful problem solving in a variety of disciplines is metacognitive regulation, defined as the control of one's thought processes through the use of planning, monitoring, and evaluation…

Reading is typically guided by a task or goal (e.g., studying for a test, writing a paper). A reader's task awareness arises from their mental representation of the task and plays an important role in guiding reading processes, ultimately influencing comprehension outcomes and task success. As such, a better understanding of how task awareness…

Background: Data visualizations transform data into visual representations such as graphs, diagrams, charts and so forth, and enable inquiries and decision-making in many professional fields, as well as in public and economic areas. How students' data visualization literacy (DVL), including constructing, comprehending, and utilizing adequate data…

In university settings, writing argumentative essays from reading conflicting source texts is a common task for students. In performing this synthesis task, they must deal with conflicting claims about a controversial issue as they develop their own positions. Argumentative synthesis is characterized by writers' back-and-forth moves between…

When, how, and why students use conceptual knowledge during math problem solving is not well understood. We propose that when solving routine problems, students are more likely to recruit conceptual knowledge if their procedural knowledge is weak than if it is strong, and that in this context, metacognitive processes, specifically feelings of…

Guided inquiry learning is an effective method for learning about scientific concepts. The present study investigated the effects of combining video modeling (VM) examples and metacognitive prompts on university students' (N = 127) scientific reasoning and self-regulation during inquiry learning. We compared the effects of watching VM examples…

For university students, self-regulation of study behaviour is important. However, students are not always capable of effective self-regulation. Providing study behaviour information via a learning analytics dashboard (LAD) may support phases within self-regulated learning (SRL). However, it is unclear what information a LAD should provide, how to…

Previous studies have explored students' understanding of the relationship between definite integrals and areas under curves, but not their metacognitive experiences and skills while solving such problems. This paper explores students' mathematical performance, metacognitive experiences and metacognitive skills when solving integral-area tasks by…

The present experiment was composed of both qualitative and quantitative methods and aimed at investigating Reading Metacognitive Strategy Awareness (RMSA) and use by the aid of three inventory techniques including a questionnaire, a think-aloud protocol, and a Computerized RMSA System. The computerized system was specifically designed and…

Previous research has shown that explaining is an effective activity to enhance learning. In prior studies, students were instructed to explain the contents after completing an entire learning phase. Explaining at the end of a learning phase, however, may be less apt to support comprehension monitoring and subsequent regulation activities. In 2…

This research investigated what reading strategies Thai college EFL students who were identified as nonproficient readers are aware of and what reading strategies they use. Data were gathered from a questionnaire, think-aloud and interviews. The analysis identified 3 broad categories of 16 reading strategies employed by the nonproficient readers:…

The authors report on a think-aloud study of college students placed into developmental reading courses as they learned and implemented a new strategy device. The purpose was to investigate the device's potential utility for students, especially given the current practical trends in the field to move away from strategy instruction. Findings…

Online language learning environments where asynchronous communication is the main form of relation between learners and teachers require learners to use self-regulatory skills that help them control their learning process and compensate for the lack of interaction with their teachers (Fernández-Toro & Furnborough, 2014; Fernández-Toro &…

This article addresses well-known and difficult problems involving reading comprehension and compliance in college courses, using a lower-level philosophy course as a case study. It draws upon both general and discipline-specific research in three promising areas for reading instruction: metacognition, modeling via "think-alouds," and…