The effect of metacognitive prompts using generative AI on cognitive load, task performance, and self-efficacy in online self-regulated learning

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Using Process Mining to examine the sustainability of instructional support: How stable are the effects of metacognitive prompting on self-regulatory behavior?

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Metacognitive Overload!: Positive and Negative Effects of Metacognitive Prompts in an Intelligent Tutoring System

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Effects of Cognitive and Metacognitive Prompts on Learning Performance in Digital Learning Environments

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The Double-Edged Interactions of Prompts and Self-efficacy

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Adaptive versus Fixed Metacognitive Prompting in GenAI-Assisted EFL Writing: Effects on Self-Regulated Learning and Writing Performance

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Special Issue on “Revisiting Self-Regulated Learning (SRL) in the Digital Age: Perspectives on the SRL-Achievement Link in Technology-Enhanced Learning Environments” (Part 2)

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Enhancing self‐regulated learning and learning experience in generative AI environments: The critical role of metacognitive support

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From Assistance to Cognition: How Generative AI Reshapes Self-Regulated Learning in Higher EducationPreprint

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The Impact of Generative AI Tutors on Metacognitive Monitoring and Self-Regulation in Higher Education: An Experimental Study

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Metacognitive Prompting for Responsible Generative AI Use: Learning Anxiety and Academic Self-Efficacy

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“I’m Not as Good as AI”: The Impact of Generative AI Use on Learning Anxiety and Self-Efficacy

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