Transfer of metacognitive skills in self-regulated learning: effects on strategy application and content knowledge acquisition

Abstract

Metacognitive skills are often considered domain-general, therefore they have the potential to transfer across domains, subjects, and tasks. However, transfer of metacognitive skills seldomly occurs spontaneously. Schuster et al., (2020) showed that training can have beneficial effects on spontaneous near and far transfer of metacognitive skills. However, evidence of metacognitive skill transfer resulting in superior acquisition of content knowledge is pending. In the present study we set out to extend prior findings by investigating whether students benefit from training metacognitive skills not only regarding metacognitive skill application but also regarding content knowledge acquisition in learning tasks of different transfer distances. 243 fifth-grade students were randomly assigned to three different conditions for the first 15 weeks of a school year: two hybrid metacognitive skill training conditions (metacognitive skills and one out of two cognitive strategies) and one non-hybrid training condition (cognitive strategies or motivation regulation only). For the second 15 weeks of the school year, all students received non-hybrid training involving a new cognitive strategy. Spontaneous metacognitive skill transfer of different transfer distances (near and far) was tested after the first and after the second 15 weeks of training. The effect of hybrid metacognitive skill training on the acquisition of content knowledge was measured once directly after the first 15 weeks. Results show that hybrid metacognitive skill training supported spontaneous transfer of metacognitive skills to learning scenarios of both near and far transfer distance. However, hybrid metacognitive skill training only had a positive effect on content knowledge acquisition if metacognitive skill transfer was near.

Analyzing the students’ mathematical creative thinking ability in terms of self-regulated learning: How do we find what we are looking for?

“…This is because students’ organizational abilities will be better. As stated by Stebner et al, by fostering self-regulated learning, the students will be increasingly able to organize their learning consciously [ 48 ].…”

Unraveling the Use of Cognitive and Metacognitive Learning Strategies Among Moroccan Efl First-Semester University Learners

“…They occupy a decisive role in facilitating the process of foreign language learning insofar as they can be transferred by learners across a myriad of learning tasks (e.g., reading, listening, speaking, writing, vocabulary tasks) in a specific language rather than across languages (i.e., Arabic, English, French, Spanish, German, Russian, Amazigh). This was buttressed by prior scholarly research revealing that metacognitive skills and strategies are transferred to many learning scenarios and domains (Stebner, 2022). Further, many researchers (e.g., Ping & Luan, 2017;Ranjan, et al, 2019;Waldvogel, 2013;Wenden, 1998) put forth that language proficiency is a determinant factor for effective learning strategy use.…”

“…Much scholarly research underscores the importance of LSs in enhancing second language learning (e.g., Cohen, 1998;O'Malley, et al, 1985;Oktoma, et al, 2020;Oxford, 1990;Ranjan, et al, 2019;Schuster, et al, 2023;Stebner, et al, 2022). Actually, strategies related to learning serve as "a resource that learners can turn to in solving language learning tasks" (Takač, 2008, pp.50-51).…”

Introduction to the special issue: the role of metacognition in complex skills - spotlights on problem solving, collaboration, and self-regulated learning

“…Four articles addressed self-regulated learning. In an intervention study, Stebner et al (2022) demonstrated how hybrid training of cognitive and metacognitive skills facilitates near transfer and to some extent far transfer of metacognitive skills. Eshuis et al (2022) reported an intervention study of self-directed learning in which students were engaged in technical problems and asked to create concept maps of their acquired knowledge.…”