Metacognition in education: Translational research

Jennifer G. Cromley, Andrea J. Kunze

Research output: Contribution to journalArticlepeer-review

Abstract

Metacognition has been a central topic in learning research, encompassing planning, monitoring comprehension and performance during learning, and reflecting on the learning process afterward. The robust relation of metacognition to learning and comprehension has led to a multitude of successful learning programs that have been translated into educational settings. These comprise not only training in how to plan, monitor, and reflect on one’s own learning, but also on one’s own emotions, motivation, behavior, and learning context. Results vary by age group and also depend on whether conditional knowledge about strategy use is taught along with metacognition. Furthermore, metacognition depends greatly on domain knowledge and procedural knowledge. Preteaching of knowledge has been shown to increase metacognition and thereby learning, in translational research. (APA PsycInfo Database Record (c) 2020 APA, all rights reserved)
Original languageEnglish (US)
Pages (from-to)15-20
JournalTranslational Issues in Psychological Science
Volume6
Issue number1
DOIs
StatePublished - 2020

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