A deeper understanding of what factors influence metacognition has never become more pressing than in today’s digital era, in which information flows constantly and quickly. To this end, the present study explored the role of culture in mediating how individuals experience metacognitive phenomena. For this purpose, the International Group on Metacognition (IGM) developed a rigorous […]

The current context necessitates teachers with adequate development of their metacognitive awareness, with competence to promote classroom teaching that favors the development of metacognitive processes in students with the aim of effectively demonstrating self-regulated learning behaviors. In this regard, the development of accurate metacognitive monitoring is a necessary condition for self-regulated learning (Bol & Hacker, […]

The focus in studying metacognitive monitoring in learners and teachers is of special interest, as we theorize that teaching metacognition is the cornerstone to the development of successful learners who recognize themselves to be capable and self-regulated in their learning (Hemdan-Mohamed, 2012). Thusly, individuals who learn are seen as a self-aware, and capable of self-regulating […]

One of the recent directions in the study of metacognition, as a psychological phenomenon, is the exploration of whether it is a universal construct across cultures and academic domains, constituting a cognitive macro-ability that is executive in nature. Conversely, the evaluation, structure, components, and experiences of metacognition may be specific to culture and domain. With […]