Cited by 167Innovative Teaching and Learning MethodsEducational Strategies and EpistemologiesVisual and Cognitive Learning Processes

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Direct instruction of metacognition benefits adolescent science learning, transfer, and motivation: An in vivo study.

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Zepeda, Cristina D., Richey, J. Elizabeth, Ronevich, Paul, Nokes-Malach, Timothy J.·2015·Journal of Educational Psychology

DOI 10.1037/edu0000022

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Abstract

Prior studies have not tested whether an instructional intervention aimed at improving metacognitive skills results in changes to student metacognition, motivation, learning, and future learning in the classroom. We examined whether a 6-hr intervention designed to teach the declarative and procedural components of planning, monitoring, and evaluation could increase students ’ metacognition, motivation, learning, and preparation for future learning for middle school science. Forty-six eighth-grade students were randomly assigned to either a control group, which received extensive problem-solving practice, or an experimental group, which received more limited problem-solving practice along with metacognitive instruction and training. Results revealed that those who received the metacognitive instruction and training were less biased when making metacognitive judgments, p .03, d 0.65, endorsed higher levels of motivation after instruction (e.g., there was a large effect on task value, p .006, d 0.87), performed better on a conceptual physics test, p .03, d 0.64, and performed better on a novel self-guided learning activity, p .007, d 0.87. This study demonstrates that metacognitive instruction can lead to better self-regulated learning outcomes during adolescence, a period in which students’ academic achievement and motivation often decline.

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Authors: Zepeda, C. D., Richey, J. E., Ronevich, P., & Nokes-Malach, T. J.
Affiliations: University of Pittsburgh (US)
ORCID: Zepeda, Cristina D.
Richey, J. Elizabeth
Venue: Journal of Educational Psychology
Publisher: American Psychological Association (APA)
Published: 2015-11
Volume: 107
Issue: 4
Pages: 954-970
ISSN: 0022-0663 (ISSN-L)
1939-2176
DOI: 10.1037/edu0000022
OpenAlex: W2015584585
Cited by: 167
References: 63
Citations by year: 2026: 12 · 2025: 20 · 2024: 17 · 2023: 24 · 2022: 20 · 2021: 7 · 2020: 22 · 2019: 19 · 2018: 12 · 2017: 5 · 2016: 7 · 2015: 2
FWCI: 21.90
Type: journal article
Language: en
Open access: hybrid
doi.org
Licence: other-oa
www.apa.org/pubs/journals/resources/open-access.aspx (am, 135 d)
Locations: Journal of Educational Psychology (publishedVersion, other-oa)
Funders: National Science Foundation (SBE 0836012)
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: metacognition instruction, student self-regulation, junior high school science, student motivation, transfer of learning, self-directed learning, physics learning, problem-solving practice, planning, monitoring and evaluation

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Direct instruction of metacognition benefits adolescent science learning, transfer, and motivation: An in vivo study.

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