Volume 16, Issue 3

Search all Metacognition and Learning articles

December 2021

Mind the Gap between Research and Practice in the Area of Teachers' Support of Metacognition and SRL

Issue Editors:

Charlotte Dignath,
Zemira Mevarech

14 articles in this issue

Introduction to special issue mind the gap between research and practice in the area of teachers’ support of metacognition and SRL
Charlotte Dignath
Zemira Mevarech
OriginalPaper Open access 08 November 2021 Pages: 517 - 521
Beliefs about the self-regulation of learning predict cognitive and metacognitive strategies and academic performance in pre-service teachers
Stella Vosniadou
Igusti Darmawan
Mirella Wyra
OriginalPaper 30 January 2021 Pages: 523 - 554
For unto every one that hath shall be given: teachers’ competence profiles regarding the promotion of self-regulated learning moderate the effectiveness of short-term teacher training
Charlotte Dignath
OriginalPaper Open access 25 September 2021 Pages: 555 - 594
Integrating video analysis of teacher and student behaviors to promote Preservice teachers’ teaching meta-strategic knowledge
Tova Michalsky
OriginalPaper 31 October 2020 Pages: 595 - 622
Connecting teachers’ classroom instructions with children’s metacognition and learning in elementary school
Mariëtte H. van Loon
Natalie S. Bayard
Claudia M. Roebers
OriginalPaper Open access 20 November 2021 Pages: 623 - 650
Teacher support for metacognition and self-regulated learning: a compelling story and a prototypical model
Jeffrey Alan Greene
OriginalPaper 11 November 2021 Pages: 651 - 666
Enabling educators to become more effective supporters of SRL: Commentary on a special issue
Deborah L Butler
OriginalPaper 27 October 2021 Pages: 667 - 684
Metacognition and fluid intelligence in value-directed remembering
Dillon H. Murphy
Karina Agadzhanyan
Alan D. Castel
OriginalPaper 01 April 2021 Pages: 685 - 709
Judgments of learning reflect the Animacy advantage for memory, but not beliefs about the effect
Carlee M. DeYoung
Michael J. Serra
OriginalPaper 09 April 2021 Pages: 711 - 747
Comparing metacognitive monitoring between native and non-native speaking primary school students
Florian J. Buehler
Mariëtte H. van Loon
Claudia M. Roebers
OriginalPaper Open access 14 April 2021 Pages: 749 - 768
Exploring the relations between teachers’ cue-utilization, monitoring and regulation of students’ text learning
Janneke van de Pol
Selia N. van den Boom-Muilenburg
Tamara van Gog
OriginalPaper Open access 09 June 2021 Pages: 769 - 799
Illusion of explanatory depth and social desirability of historical knowledge
Christian Gaviria
Javier Corredor
OriginalPaper 23 June 2021 Pages: 801 - 832
Self-regulated learning skills and the quality of execution of construction tasks: A comparison between young children at risk for specific learning disorders and typically developing peers
Meirav Tzohar-Rozen
Tali Waisel
Adina Shamir
OriginalPaper 09 July 2021 Pages: 833 - 853
Assumptions and confidence of others: the impact of socio-cognitive information on metacognitive self-regulation
Lenka Schnaubert
Simon Krukowski
Daniel Bodemer
OriginalPaper Open access 30 July 2021 Pages: 855 - 887

Volume 16, Issue 3

Introduction to special issue mind the gap between research and practice in the area of teachers’ support of metacognition and SRL

Beliefs about the self-regulation of learning predict cognitive and metacognitive strategies and academic performance in pre-service teachers

For unto every one that hath shall be given: teachers’ competence profiles regarding the promotion of self-regulated learning moderate the effectiveness of short-term teacher training

Integrating video analysis of teacher and student behaviors to promote Preservice teachers’ teaching meta-strategic knowledge

Connecting teachers’ classroom instructions with children’s metacognition and learning in elementary school

Teacher support for metacognition and self-regulated learning: a compelling story and a prototypical model

Enabling educators to become more effective supporters of SRL: Commentary on a special issue

Metacognition and fluid intelligence in value-directed remembering

Judgments of learning reflect the Animacy advantage for memory, but not beliefs about the effect

Comparing metacognitive monitoring between native and non-native speaking primary school students

Exploring the relations between teachers’ cue-utilization, monitoring and regulation of students’ text learning

Illusion of explanatory depth and social desirability of historical knowledge

Self-regulated learning skills and the quality of execution of construction tasks: A comparison between young children at risk for specific learning disorders and typically developing peers

Assumptions and confidence of others: the impact of socio-cognitive information on metacognitive self-regulation

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