Preparing for high-stakes exams in introductory physics courses is generally a self-regulated activity. Compared to other exam reviewing strategies, doing practice exams has been shown to help students recognize gaps in their knowledge, encourage active practicing, and produce long-term retention. However, many students, particularly students who…

Cognitive scientists have previously shown that students' perceptions of their learning and performance on assessments often do not match reality. This process of self-assessing performance is a component of metacognition, which also includes the practice of thinking about one's knowledge and identifying and implementing strategies to improve…

Despite several theoretical, structural, and statistical issues reported against Five Facets Mindfulness Questionnaire (FFMQ), most studies in the educational sector of Pakistan use it without analyzing its factor structure. Since culture might change the structure, this first systematic study filled the gap and explored the factor structure of…

Preparing for exams in introductory biology classrooms is a complex metacognitive task. Focusing on lower achieving students (those with entering ACT scores below the median at our institution), we compared the effect of two different assignments distributed ahead of exams by dividing classes in half to receive either terms to define or open-ended…

The purpose of this quantitative correlational study was to examine if, and to what extent, a correlation existed between dimensions of metacognitive reading strategies with the grade point averages (GPAs) of college students with learning disabilities and attention disorders in four-year colleges in the United States. Flavell's theory of the…

Studying at university places high demands on the control and regulation of one's own learning behavior. In order to support students' learning, we developed and used a webtool containing elements such as regular performance testing as well as feedback on test performance and self-evaluations. In this report, we first introduce core elements of…

Self-explanation practice is an effective method to support students in better understanding complex texts. This study focuses on automatically assessing the comprehension strategies employed by readers while understanding STEM texts. Data from 3 datasets (N = 11,833) with self-explanations annotated on different comprehension strategies (i.e.,…

Human memory is malleable by both social and motivational factors and holds information relevant to workplace decisions. Retrieval-induced forgetting (RIF) describes a phenomenon where retrieval practice impairs subsequent memory for related (unpracticed) information. We report two RIF experiments. Chinese participants received a mild self-threat…

Advocates of meditation claim that it can improve various aspects of life, including health, attention, thinking, and learning. The purpose of this empirical, quantitative, between-subject study was twofold. First, it compared the effectiveness of meditation delivered through virtual reality versus video, as measured by students' test scores.…

An increasing number of people are going online to learn in their everyday lives. Learning and integrating new information from online sources can be difficult because it takes time and taxes human memory (Greene et al., 2018b). People must self-regulate while learning online to accurately and aptly learn new information (Azevedo, 2005).…

This study investigates (1) the impact of structuring versus reflection-provoking support on university students' adoption of socially shared metacognitive regulation (SSMR) during face-to-face peer tutoring (PT) and (2) the relation between SSMR and group performance. A quasi-experimental design was adopted, involving 72 educational sciences…

The aim of this study was to adapt Shared-Metacognition Questionnaire (SMQ) into Turkish. The original version of the SMQ consisting of 26 items and two factors measures metacognition in online collaborative learning environments based on the Community of Inquiry (CoI) framework. The data were collected from 364 university students who had online…

Metacognition is a significant predictor of learning and academic performance, including foreign language performance. However, variations in metacognitive competence can be observed due to several factors, potentially including personality. Analytic survey research methods were implemented to examine the relation between metacognition and…

Self-Directed Informal Digital Learning of English (SD-IDLE) plays a crucial role in informal language learning. This study aims to examine the SD-IDLE nature of English learning among Indonesian university students and its impact on language learning and personal development. The research used a sequential explanatory mixed methods design,…

Background: Instructors and students are on a continuing quest to identify predictors of learning. Objective: This study examines the associations between self-reported exam score and study techniques among students in two courses, Introductory Psychology and Computer Science. Method: We used an online survey to measure the extent students (N =…