ArticleFrontiers in psychology2024
Self-regulatory and metacognitive instruction regarding student conceptions: influence on students' self-efficacy and cognitive load.
Article in Frontiers in psychology, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
What it found
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Who cites it
6 citing papers in PubMed.
- Impact of metacognitive interventions on student performance and confidence in introductory biology courses.Journal of microbiology & biology education · 2026Article
- Computational thinking and academic imposter syndrome: a serial mediation model of creative and critical thinking.Frontiers in psychology · 2026Article
- Modeling Behavioral Determinants of Following and Verifying AI-Generated Health Advice: The Roles of eHealth Literacy, Cognitive Load, and Technology Self-Efficacy.Journal of multidisciplinary healthcare · 2026Article
- The effect of finding relationships, using variables, drawing diagrams and simplification strategies on the development of formulating skills.Frontiers in psychology · 2026Article
- How creative self-efficacy influences problem-solving skills in engineering education: the dual mediating role of critical thinking and metacognition.BMC psychology · 2025Article
- Introducing non-cognitive load to the educational discourse.Frontiers in psychology · 2024Article
Corrections and comments
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Authors and funding
2 authors.
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Abstract
Self-regulatory and metacognitive instruction regarding student conceptions can help students become metacognitively (or more specifically, metaconceptually) aware of their conceptions and self-regulate their intuitive conceptions in scientific contexts when they are not appropriate. Two approaches have been found effective in enhancing conceptual knowledge: (a) self-assessing one's conceptions and (b) acquiring conditional metaconceptual knowledge about why and in which contexts specific conceptions are appropriate or not. However, it is unclear how these approaches influence other cognitive and affective variables, such as self-efficacy and cognitive load. Nevertheless, it is essential to investigate whether making students aware of their intuitive conceptions affects their self-efficacy and to what extent reflecting on one's conceptions requires additional (meta-)cognitive resources. Thus, we conducted an experimental intervention study using a 2×2 factorial design with
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Registered trials
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