Long-term effects of metacognitive strategy instruction on student academic performance: A meta-analysis
Open accessThe claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Metacognitive abilities can be taught.
“Firstly, given that metacognitive abilities can be taught [45,52,126], we can improve users' metacognition via metacognitive support strategies that can be integrated into GenAI systems.”
From The Metacognitive Demands and Opportunities of Generative AI (2024) · cites this paper as [45]
Improved metacognition helps individuals with management of time, focus, and effort, problem-solving, academic performance, emotional well-being, and overall decision-making.
“Studies have shown that improved metacognition helps individuals with management of time, focus, and effort [212], problem-solving [67], academic performance [45,52,106,126,180,214], emotional well-being [200], and overall decision-making [206].”
From The Metacognitive Demands and Opportunities of Generative AI (2024) · cites this paper as [45]
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Cites
Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry
Flavell, J. H. (1979) · American Psychologist · doi:10.1037/0003-066x.34.10.906 · Cited by 11,282 · see citing works
Becoming a Self-Regulated Learner: An Overview
Zimmerman, B. J. (2002) · Theory Into Practice · doi:10.1207/s15430421tip4102_2 · Cited by 7,305 · cited 2× · see citing works
“A typical characteristic of self-regulated learners is that they use strategies which facilitate and enhance their learning process and consequently their academic performance (Zimmerman, 1986; 2002).”
BackgroundA Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students
Pintrich, P. R. (2004) · Educational Psychology Review · doi:10.1007/s10648-004-0006-x · Cited by 3,269 · see citing works
Effects of learning skills interventions on student learning: a meta-analysis.
Hattie, J., Biggs, J., & Purdie, N. (1996) · Review of Educational Research · doi:10.3102/00346543066002099 · Cited by 1,106 · see citing works
Dignath, C., & Büttner, G. (2008) · Metacognition and Learning · doi:10.1007/s11409-008-9029-x · Cited by 1,085 · see citing works
How can primary school students learn self-regulated learning strategies most effectively?
Dignath, C., Buettner, G., & Langfeldt, H.-P. (2008) · Educational Research Review · doi:10.1016/j.edurev.2008.02.003 · Cited by 903 · cited 1× · see citing works
“The study of Dignath, Büttner, and Langfeldt (2008) indicated that instruction consisting of a combination of metacognitive and motivational strategies yielded the highest effects.”
BackgroundPeters, J. L., Sutton, A. J., Jones, D. R., Abrams, K. R., & Rushton, L. (2007) · Statistics in Medicine · doi:10.1002/sim.2889 · Cited by 716 · see citing works
Dietrichson, J., Bøg, M., Filges, T., & Klint Jørgensen, A.-M. (2017) · Review of Educational Research · doi:10.3102/0034654316687036 · Cited by 288 · see citing works
Souvignier, E., & Mokhlesgerami, J. (2006) · Learning and Instruction · doi:10.1016/j.learninstruc.2005.12.006 · Cited by 246 · see citing works
Zepeda, C. D., Richey, J. E., Ronevich, P., & Nokes-Malach, T. J. (2015) · Journal of Educational Psychology · doi:10.1037/edu0000022 · Cited by 167 · see citing works
Flagged first, then by citations
Research works printed but not linked: 5
- Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1, 117-175. http://dx.doi.org/10.1207/s1532690xci0102_1. · DOI · Paper page
- Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.). Handbook of self-regulation (pp. 451- 502). San Diego, CA: Academic Press. http://dx.doi.org/10.1016/B978-012109890-2/50043-3. · DOI · Paper page
- Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory Into Practice, 41, 219-225. http://dx.doi.org/10.1207/ s15430421tip4104_3. · DOI · Paper page
- Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95, 667-686. http://dx.doi.org/10.1037/0022-0663.95.4.667. · DOI
- Pressley, M. (2002). Comprehension strategies instruction: A turn-of-the-century status report. In C. C. Block, & M. Pressley (Eds.). Comprehension instruction: Research-
Cited by
Sorted by citations
Theobald, M. (2021) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2021.101976 · Cited by 478 · see citing works
The Metacognitive Demands and Opportunities of Generative AI
Tankelevitch, L., Kewenig, V., Simkute, A., Scott, A. E., Sarkar, A., Sellen, A., & Rintel, S. (2024) · Proceedings of the CHI Conference on Human Factors in Computing Systems · doi:10.1145/3613904.3642902 · Cited by 280 · see citing works
Guo, L. (2022) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12650 · Cited by 141 · see citing works
Wang, Y., & Sperling, R. A. (2020) · Frontiers in Education · doi:10.3389/feduc.2020.00058 · Cited by 52 · see citing works
Martins, J., Rosário, P., Cunha, J., Carlos Núñez, J., Vallejo, G., & Moreira, T. (2024) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2023.102230 · Cited by 24 · see citing works
- Authors
- de Boer, H., Donker, A. S., Kostons, D. D. N. M., & van der Werf, G. P. C.
- Affiliations
- University of Groningen (NL)
- Venue
- Educational Research Review
- Publisher
- Elsevier BV
- Published
- 2018-06
- Volume
- 24
- Pages
- 98-115
- ISSN
- 1747-938X (ISSN-L)
- OpenAlex
- W2791919211
- Cited by
- 210
- References
- 10
- Citations by year
- 2026: 30 · 2025: 37 · 2024: 34 · 2023: 29 · 2022: 28 · 2021: 16 · 2020: 20 · 2019: 13 · 2018: 3
- FWCI
- 2.75
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Educational Research Review (publishedVersion)
- University of Groningen research database (University of Groningen / Centre for Information Technology) (publishedVersion, other-oa)
- University of Groningen research database (University of Groningen / Centre for Information Technology) (submittedVersion, other-oa)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Keywords
- metacognitive strategy training, long-term effects, academic performance, strategy instruction, socioeconomic status, rehearsal strategies, cognitive strategies, metacognitive strategies, intervention moderators
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
