ArticleFrontiers in psychology2025
Cognitive control and metacognitive awareness: do they shape academic achievement in university students?
Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed.
- The Serial Mediating Role of Cognitive Flexibility and Digital Literacy in the Relationship Between Metacognitive Awareness and Digital Well-Being.European journal of investigation in health, psychology and education · 2026Article
- Bridging awareness and behavior: decoding implicit metacognitive behaviors in AI-assisted programming via fine-grained log analysis.Frontiers in psychology · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Cognitive control and metacognition are important processes that significantly influence learning and academic achievement. Cognitive control facilitates goal-directed actions such as planning and monitoring, while metacognition enables individuals to effectively regulate their learning strategies. Although previous research has highlighted the importance of cognitive flexibility, inhibition and metacognitive regulation in academic performance, the interaction among these factors remains understudied. This study examined the relationship between cognitive control, metacognitive awareness (MA) and academic performance, as measured by grade point average (GPA), in university students. Two dimensions of cognitive control, cognitive flexibility and inhibition were measured using the Wisconsin Card Sorting Test (WCST) and the Go/No-Go Task, respectively. Metacognition was assessed through two subscales of the Metacognitive Awareness Inventory: knowledge of cognition and regulation of cognition. A hierarchical regression analysis revealed that cognitive flexibility was significantly related to GPA, with fewer perseverative errors on the WCST associated with higher GPA. Additionally, regulation of cognition, but not knowledge of cognition, explained further variance. Individuals who reported more frequent use of mental strategies to recognize and control their thinking had higher GPAs. Interestingly, a mediational analysis showed that metacognitive skills did not mediate the cognitive flexibility-GPA relationship. These findings emphasize the independent roles of cognitive flexibility and metacognitive regulation in influencing academic performance. Potential of training programs that target both cognitive control and metacognitive skills for the improvement of academic performance should be addressed in future studies.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.