More research is needed to understand the effects of school-based mindfulness programs in the years before adolescence, which represent a critical juncture and transitional period of development. The present study investigated mindfulness with elementary school students using random assignment and objective measures. The sample included 292 5th…

Training of self-regulated learning is most effective if it supports learning strategies in combination with metacognitive regulation, and learners can transfer their acquired metacognitive regulation skills to different tasks that require the use of the same learning strategy (near transfer). However, whether learners can transfer metacognitive…

The use of metacognitive and self-regulated strategies is a potential predictor of problem-solving skills and self-efficacy. However, this potential needs to be seen at the level of knowledge and experience of various attributes and forms of activity. This research aims to see the interaction effect of using metacognitive and self-regulated…

Supporting students to become critical consumers of online information is one of the most urgent agendas in education today. In schools around the world, students are engaging in online information problem solving (IPS) tasks to develop critical thinking and problem-solving skills by searching and evaluating online information. This qualitative…

With the development of information technology, co-viewing of live video streaming (LVS) has become a popular online learning method. However, existing studies have found inconsistent results regarding the effects of co-viewing, which could be due to the impact of learner-learner interactions. The present study tested the effects of co-viewing LVS…

In the high-pressure world of education, mindfulness practices have been offered to help teachers and students to handle stress and manage their emotions. Here we describe how two fifth-grade teachers experienced a mindfulness intervention, using the construct of figured worlds. We explore how they negotiated mindfulness in their practice,…

Recent studies in psychology emphasize the pivotal roles of adopting a growth mindset to enhance students' motivation and employing effective memory strategies to improve memory performance. This study evaluated the impact of a metacognitive intervention that combined the promotion of a growth mindset with the teaching of efficient learning…

Metacognitive skills are often considered domain-general, therefore they have the potential to transfer across domains, subjects, and tasks. However, transfer of metacognitive skills seldomly occurs spontaneously. Schuster et al., (2020) showed that training can have beneficial effects on spontaneous near and far transfer of metacognitive skills.…

In this study, we investigated primary school children's perspectives on their hearing and listening in classrooms with different acoustic quality levels. The sample included 213 children. The children completed a self-report questionnaire rating how well they could hear and listen in various situations in classrooms with two different acoustic…

Self-Regulated Strategy Development (SRSD) is a method designed to explicitly teach students self-regulation skills and help them implement them. While SRSD's beneficial effect on writing quality has been confirmed in a large body of literature, the questions of why, how, and for whom SRSD works remain unclear. To investigate the underlying…

Mindfulness based interventions (MBIs) for teachers can improve classroom interactions, teacher mindfulness, and well-being, yet whether teacher focused MBIs also benefit children remains largely unexplored. This cluster randomized trial with 36 urban elementary schools, 224 K-5th grade teachers (M[subscript age] = 41.5) and 5200 children…

Reading interventions that focus on metacognitive strategy instruction for elementary students reveal positive effects but also require extensive teacher training and significant oversight by the research team. In the current study, a more 'hands off' scalable approach to strategy instruction was tested, where initial teacher training and…

This qualitative study investigated the influence of Metawriting, or "writing about writing," on fifth-grade students' knowledge of writing and proficiency in composing informative essays. Using a Think-TalkWrite model, students explored their existing writing knowledge and experiences, analyzed their essays using genre-specific tools,…

Ethnolinguistic minority students may have lower levels of metacognitive knowledge and English vocabulary knowledge than non-minority students. Nevertheless, few longitudinal studies have examined their growth trajectories of metacognitive knowledge and English vocabulary knowledge over time. Drawing upon a latent growth curve model, the present…

Empirical research has shown that poor comprehenders use reading strategies less frequently than good comprehenders. Moreover, poor comprehenders tend to use simple strategies (e.g. slowing down reading when the text is hard to understand) instead of using more complex strategies (e.g. choosing between main and trivial information). The present…