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This is a single group online intervention study administered in Prolific: Students that are studying for an exam participate in a multi-part intervention aimed at increasing their (a) metacognition in self-control, (b) self-regulatory strategy repertoire, and (c) multiple measures of self-regulatory success regarding their studying over the course of four weeks.

This registration finalizes the development of the data-driven models (using half of the sample) before unblinding them.

Quantitative literature analysis to summarize existing scientific findings concerning the relation between schizotypy and metacognition.

Quantitative literature analysis to summarize existing scientific findings concerning the relation between schizotypy and metacognition.

Memory difficulties are a very common complaint among people with mild traumatic brain injury (mTBI). For many, these difficulties can become chronic with a significant impact on their quality of life. The pathogenesis of these chronic memory complaints is the subject of considerable debate. Beyond the effects of brain damage, the involvement of psychological factors seems clear. However, the interaction between brain damage, associated objective memory difficulties and these psychological factors is still not well understood. The current study will investigate the potential role of metacognition in this interaction. Specifically, we suggest that the psychological disorders associated with the initial cognitive difficulties are at the root of patients' negative perception of their memory abilities. This low confidence could progressively affect metacognitive evaluations and thus contribute to the long-term memory complaints. Processes such as the integration of memories of forgetful episodes into self-defining memories could also contribute to this low confidence. In this perspective, the main aim of this study is to examine the contribution of brain damage (determined by a brain imaging measure with 7T ultra high field MRI scanner), objective memory difficulties (assessed by an ecological memory task), psychological difficulties (measured by several questionnaires), and metacognitive changes (assessed by prospective and retrospective confidence judgments) to the persistence of memory complaints (assessed through questionnaires) in patients with mTBI. For this purpose, 60 patients with mTBI will be assessed within 3 months (T0) and 12 months (T1) after their accident. They will be matched with 60 healthy participants and 60 participants who experienced an accident with a physical damage (e.g., an orthopedic fracture) without mTBI.

We will recruit healthy adult volunteers to take part in a simple computerised behavioural task to investigate: 1. The effect of expectation-induced biases on subjective appearance, i.e., whether expected stimuli look different 2. Whether peoples’ metacognition (ability to discriminate correct from incorrect choices) is influenced by their expectation-induced perceptual biases The task will involve looking at four Gabor patches displayed around a fixation cross. These patches are identical along each diagonal. Patches on one diagonal will be tilted (lines oriented clockwise or counterclockwise), while patches on the other diagonal will not (they will be flat). Participants will need to report whether they think patches on the oriented diagonal are oriented clockwise or counterclockwise. They will also need to report which diagonal (oriented or non-oriented diagonal) is less or more contrasted, and to report how confident they are about that choice. Expectation will be induced by making one orientation more likely. Participants will be informed that one or another orientation is more likely, but not which is more likely. This is so that they are motivated to learn the expectation. We expect that the manipulation of orientation expectation will influence the perception of the stimulus’ contrast, and the confidence and metacognition for contrast discrimination.

We will recruit healthy adult volunteers to take part in a simple computerised behavioural task to investigate: 1. The effect of expectation-induced biases on subjective appearance, i.e., whether expected stimuli look different 2. Whether peoples’ metacognition (ability to discriminate correct from incorrect choices) is influenced by their expectation-induced perceptual biases The task will involve looking at four Gabor patches displayed around a fixation cross. These patches are identical along each diagonal. Patches on one diagonal will be tilted (lines oriented clockwise or counterclockwise), while patches on the other diagonal will not (they will be flat). Participants will need to report whether they think patches on the oriented diagonal are oriented clockwise or counterclockwise. They will also need to report which diagonal (oriented or non-oriented diagonal) is less or more contrasted, and to report how confident they are about that choice. Expectation will be induced by making one orientation more likely. Participants will be informed that one or another orientation is more likely, but not which is more likely. This is so that they are motivated to learn the expectation. We expect that the manipulation of orientation expectation will influence the perception of the stimulus’ contrast, and the confidence and metacognition for contrast discrimination.

There is evidence that metacognition is being studied within undergraduate nursing students but there has been no formal review of the current literature. This scoping review will investigate the state of the evidence and how metacognition is defined, understood, and operationalized within undergraduate nursing education.

There is evidence that metacognition is being studied within undergraduate nursing students but there has been no formal review of the current literature. This scoping review will investigate the state of the evidence and how metacognition is defined, understood, and operationalized within undergraduate nursing education.

This scoping review explores the metacognition in physiotherapists' clinical reasoning

Findings from a recent, unpublished online study designed in our lab (Arar et al., in prep, also preregistered on OSF) suggests that exposure to cognitive tasks impacts older adults’ global metacognitive beliefs such that they become more accurate in their assessments. We designed the current study to address limitations in the prior study and replicate its key findings. The below information—which has been amended from our previous study’s preregistration—provides background and further describes the motivation for our current study. Background Metacognition, or knowledge of one’s cognitive abilities, has been the subject of intense scientific inquiry in the cognitive aging literature. A key finding is that accurate self-assessments of one’s own cognitive ability (i.e., metacognitive accuracy) is a critical component of optimal self-regulation. Much of this literature has focused on task-based metacognitive judgments (e.g., judging whether or not an item will be recalled on a memory test) and the extent that older adults are able to make these judgments compared to younger adults (for reviews, see Castel, Middlebrooks, & McGillivray, 2016; Hertzog & Dunlosky, 2011; Hertzog & Hultsch, 2000), which has led to a wealth of literature on identifying appropriate methods for measuring task-based or local metacognitive accuracy (for review, see Fleming & Lau, 2014) and the factors (e.g., prior task exposure; see Rhodes, 2019) that impact said accuracy. However, in comparison to research on such task-based or local metacognitive judgments, one aspect of metacognition that has been relatively overlooked in the aging literature is people’s global metacognitive beliefs, or holistic assessments of one’s cognitive abilities (e.g., “In general, I believe my memory ability is poor.”). Compared to task-based or local metacognition, much less is known about how to measure global metacognitive accuracy or the factors that might impact these measurements. To date, most of the cognitive aging literature aimed at measuring global metacognitive accuracy has been in the context of clinical assessment of cognitive decline, as in the case of Mild Cognitive Impairment (MCI) or Alzheimer’s disease (AD). Here, a typical procedure to measure global metacognitive insight or accuracy is to administer questionnaires to participants to have them rate their own cognitive abilities (or severity of cognitive problems), and then to compare these ratings to those of an informant (usually a significant other or clinician), in order to identify the extent of the discrepancy (e.g., Clare, 2004; Leicht, Berwig, & Gertz, 2010; Starkstein et al., 2006). While this technique has produced several important findings, a major limitation is that this technique lacks an objectively anchored assessment of cognitive ability from which to compute global metacognitive accuracy. It is important to better understand global metacognition because global metacognition may exert a similar (if not greater) influence on everyday behaviors as local metacognition. Rouault and Fleming (2020) posit that we often draw upon our overall sense of confidence in our abilities when making everyday decisions, rather than solely relying on local confidence estimates. Thus, enhancing the accuracy of our global metacognitive beliefs may be an antecedent to improving everyday behaviors (e.g., compliance with medical advice and adhering to medication regimens; see Hargis & Castel, 2018). Additionally, examining dissociations between more global confidence estimates and objective abilities may prove valuable for clinical/diagnostic purposes as evidenced by previous work on self-efficacy (e.g., David et al., 2012; Rouault et al., 2018; Hoven et al., 2019) and mnemonic anosognosia (e.g., Clare, 2004), which has suggested that distorted global metacognitive beliefs may be an indicator of neurological/psychiatric disorders. This paucity of empirical investigation on global metacognition motivates the present research: We will determine the extent to which exposure to a battery of cognitive tasks influences older and younger adults’ self-reported global metacognitive beliefs. We will also explore the objectively measured accuracy of those global metacognitive beliefs. Results from the present study have the potential to help identify individuals who may have global metacognitive deficits and also inform novel interventions that might improve global metacognitive accuracy. Improving global metacognitive accuracy may be especially beneficial for older adults, who may need to possess accurate insight into their cognitive abilities in order to seek help for age-related cognitive decline.

In the conditions of the advancing digitalization and the introduction of restrictions aimed at combating the COVID-19 pandemic, there is a search for new formats of learning at universities, the most promising of which the authors believe to be blended learning. The study aims to assess the effectiveness of the development of metacognition in a university blended learning environment. The development of students’ metacognition as part of an empirical study is achieved by a set of methods, the key among which is the experiment. The results of the experimental study suggest that students’ perception of the environment of blended learning tends to improve. In particular, improvement is observed in the indicators of some metacognitive skills (the choice of the place and time of training, planning of learning activities, monitoring of the obtained knowledge, and the experience of working with information). The results reveal improvements in the self-regulatory component of metacognition. As a result of the study, it is concluded that the comprehensive development of metacognitive skills among students ensures their engagement in learning and greater consciousness and proves useful in the context of blended learning.

In the present study survey method was employed.  The purpose of the present investigation was to study the Influence of Type of Institute, Metacognition, Marital Status and their interaction on Critical thinking. A sample of 250 Pre-Service Secondary School Teachers was selected by cluster random sampling from Government, Government aided and Private Institute. Critical Thinking Test developed by investigator was used to assess critical thinking of Pre-Service Secondary School Teachers.  The data were analyzed using 3*3*2 Factorial Design Analysis.

In the present study survey method was employed.  The purpose of the present investigation was to study the Influence of Type of Institute, Metacognition, Marital Status and their interaction on Critical thinking. A sample of 250 Pre-Service Secondary School Teachers was selected by cluster random sampling from Government, Government aided and Private Institute. Critical Thinking Test developed by investigator was used to assess critical thinking of Pre-Service Secondary School Teachers.  The data were analyzed using 3*3*2 Factorial Design Analysis.

INTRODUCTION Metacognition is often defined as “cognition about cognition”, referring to individuals’ awareness and understanding of their own thought processes (Flavell, 1979). In educational science, metacognition usually encompasses three components: (a) metacognitive knowledge related to what learners know about cognition and their own learning; (b) metacognitive skills referring to the regulation of cognition and the use of planning, monitoring, control, and evaluation strategies; (c) metacognitive experiences, which are the feelings and judgments associated with cognitive activity (Zohar & Barzilai, 2013). Other models place greater emphasis on the distinction between metacognitive monitoring and control, as in cognitive (neuro)science. While the first refers to assessing or judging the state of one’s own cognitive activity, the second refers to using these assessments and judgments to guide behavior or strategy selection (Fleming & Lau, 2014; Nelson, 1996). Metacognition is also frequently studied within the self-regulated learning framework and is considered one of its core dimensions, alongside cognitive and motivational components (Panadero, 2017). Furthermore, other models associate metacognition with executive functions as a high-level cognitive process (Roebers, 2017) or even theories of mind as both involve reflecting on mental states (Kuhn, 2000). A considerable number of studies have examined the relation between metacognition and academic achievement using both correlational and intervention approaches. The numerous existing meta-analyses in the field consistently report positive and relatively strong effects throughout development (e.g., de Boer et al., 2018; Eberhart et al., 2025; Ohtani & Hisasaka, 2018). Moreover, it is often claimed that metacognitive interventions are particularly beneficial for vulnerable students, especially students from disadvantaged socioeconomic backgrounds (de Boer et al., 2018; Education Endowment Foundation, 2018). Yet, surprisingly, only a few studies have primarily focused on the effect of SES on metacognitive development (e.g., Callan et al., 2016; Pappas et al., 2003; Wang, 1993). This has led to the topic being considered under-researched (Muijs & Bokhove, 2020), unlike other cognitive domains such as executive function and language development, which have been the focus of numerous meta-analyses (e.g., Korous et al., 2020; Lawson et al., 2018; Rakesh et al., 2025). However, given the great interest in metacognition in education, and that SES is frequently measured and used as a control variable in this field, it is likely that more relevant data could be retrieved from studies that did not focus on this specific question. Considering the importance of thoroughly understanding the mechanisms behind educational inequalities — one of the most significant challenges facing education systems (OECD, 2023) — and early evidence suggesting that metacognition may partly explain them (Koğar, 2021; Maximino-Pinheiro et al., 2024), the effect of SES on metacognition warrants further investigation. Thus, we aim to conduct the first systematic review and meta-analysis synthesizing all relevant empirical studies to quantify the association between SES and metacognition from infancy to university, and to test the potential moderators of this association. We are particularly interested in whether this relation varies by demographics, the specific SES and metacognition components considered, the types of measurement used, whether the SES–metacognition association is the primary focus of the study, and various study and sample characteristics. RESEARCH QUESTIONS - Primary research questions We aim to address the following primary question: (Q1) What is the direction and overall strength of the association between SES and metacognition? - Secondary research questions In addition, we are interested in whether the relation between SES and metacognition varies with: (Q2) demographics, including age, gender and ethnicity; (Q3) the SES component considered (including but not limited to education, occupation, income and composite measures); (Q4) the metacognitive component assessed (including but not limited to metacognitive knowledge, skills, experiences and composite measures) and the type of measurement (including but not limited to behavioral tasks, observations, self- and hetero-report questionnaires); (Q5) whether the investigation of the SES–metacognition association is the primary focus of the study or not. (Q6) several study and sample characteristics to test for potential moderating roles, including but not limited to type of publication (i.e., peer-reviewed or grey literature), type of association (i.e., raw association or adjusted association controlling for other variables), year of publication, country, sample size, intended sample SES (including but not limited to low-SES or “at-risk” participants, middle-SES, high-SES or diverse sample), SES distribution, age distribution, gender ratio, ethnicity ratio, and study design (i.e., single time-point measure, cross-sectional or longitudinal approach).

INTRODUCTION Metacognition is often defined as “cognition about cognition”, referring to individuals’ awareness and understanding of their own thought processes (Flavell, 1979). In educational science, metacognition usually encompasses three components: (a) metacognitive knowledge related to what learners know about cognition and their own learning; (b) metacognitive skills referring to the regulation of cognition and the use of planning, monitoring, control, and evaluation strategies; (c) metacognitive experiences, which are the feelings and judgments associated with cognitive activity (Zohar & Barzilai, 2013). Other models place greater emphasis on the distinction between metacognitive monitoring and control, as in cognitive (neuro)science. While the first refers to assessing or judging the state of one’s own cognitive activity, the second refers to using these assessments and judgments to guide behavior or strategy selection (Fleming & Lau, 2014; Nelson, 1996). Metacognition is also frequently studied within the self-regulated learning framework and is considered one of its core dimensions, alongside cognitive and motivational components (Panadero, 2017). Furthermore, other models associate metacognition with executive functions as a high-level cognitive process (Roebers, 2017) or even theories of mind as both involve reflecting on mental states (Kuhn, 2000). A considerable number of studies have examined the relation between metacognition and academic achievement using both correlational and intervention approaches. The numerous existing meta-analyses in the field consistently report positive and relatively strong effects throughout development (e.g., de Boer et al., 2018; Eberhart et al., 2025; Ohtani & Hisasaka, 2018). Moreover, it is often claimed that metacognitive interventions are particularly beneficial for vulnerable students, especially students from disadvantaged socioeconomic backgrounds (de Boer et al., 2018; Education Endowment Foundation, 2018). Yet, surprisingly, only a few studies have primarily focused on the effect of SES on metacognitive development (e.g., Callan et al., 2016; Pappas et al., 2003; Wang, 1993). This has led to the topic being considered under-researched (Muijs & Bokhove, 2020), unlike other cognitive domains such as executive function and language development, which have been the focus of numerous meta-analyses (e.g., Korous et al., 2020; Lawson et al., 2018; Rakesh et al., 2025). However, given the great interest in metacognition in education, and that SES is frequently measured and used as a control variable in this field, it is likely that more relevant data could be retrieved from studies that did not focus on this specific question. Considering the importance of thoroughly understanding the mechanisms behind educational inequalities — one of the most significant challenges facing education systems (OECD, 2023) — and early evidence suggesting that metacognition may partly explain them (Koğar, 2021; Maximino-Pinheiro et al., 2024), the effect of SES on metacognition warrants further investigation. Thus, we aim to conduct the first systematic review and meta-analysis synthesizing all relevant empirical studies to quantify the association between SES and metacognition from infancy to university, and to test the potential moderators of this association. We are particularly interested in whether this relation varies by demographics, the specific SES and metacognition components considered, the types of measurement used, whether the SES–metacognition association is the primary focus of the study, and various study and sample characteristics. RESEARCH QUESTIONS - Primary research questions We aim to address the following primary question: (Q1) What is the direction and overall strength of the association between SES and metacognition? - Secondary research questions In addition, we are interested in whether the relation between SES and metacognition varies with: (Q2) demographics, including age, gender and ethnicity; (Q3) the SES component considered (including but not limited to education, occupation, income and composite measures); (Q4) the metacognitive component assessed (including but not limited to metacognitive knowledge, skills, experiences and composite measures) and the type of measurement (including but not limited to behavioral tasks, observations, self- and hetero-report questionnaires); (Q5) whether the investigation of the SES–metacognition association is the primary focus of the study or not. (Q6) several study and sample characteristics to test for potential moderating roles, including but not limited to type of publication (i.e., peer-reviewed or grey literature), type of association (i.e., raw association or adjusted association controlling for other variables), year of publication, country, sample size, intended sample SES (including but not limited to low-SES or “at-risk” participants, middle-SES, high-SES or diverse sample), SES distribution, age distribution, gender ratio, ethnicity ratio, and study design (i.e., single time-point measure, cross-sectional or longitudinal approach).

Metacognition is the ability to be aware, to think, and to control our own thoughts (Martinez, 2006). In this way, metamemory is a part of metacognition and refers to the ability to think about and reflect on memory content and memory processes, as well as to the ability to control our memory system (Nelson & Narens, 1990). This study aims to pinpoint which metacognitive functions are altered or intact in the aging process and to situate metamemory function within metacognitive processes. We will focus on one measure of metacognition: retrospective confidence judgements (RCJs) where participants have to judge their level of confidence in a decision (named first-order task). Other metacognitive judgements include prospective judgments that are judgments made before a first-order task. Previous studies have not shown any difference between younger and older adults for retrospective-judgements accuracy (e.g. Cauvin et al., 2019; Hertzog et al., 2021; McWilliams et al., 2022). These results contrast with prospective judgements, where the literature is less clear, with some evidence that prospective judgements might be impaired in aging. Within prospective judgments, the metamemory FOK judgment (feeling of knowing) measures the ability to recognize an item later after a failure to recall it (e.g., Koriat, 1993; Perrotin et al., 2008; Souchay et al., 2007). Research on FOK provides evidence for a relationship between memory performance and metamemory sensitivity (i.e., the ability to discriminate between correct and incorrect responses during recognition). One theory supposes that metamemory sensitivity is related to the quality of memory encoding (Hertzog et al., 2010; Sacher et al., 2013). Considering that older adults have difficulties encoding contextual features (Bastin & Van der Linden, 2005), it is of interest to compare the episodic component of memory which implies to retrieving context elements of the episode (e.g., personal episodes) and the semantic component of the memory which is context free (e.g., general knowledge) (Tulving, 1985).Older adults have impaired episodic FOK (FOK about previously learned material), whereas no age effect was observed for semantic FOK (FOK about semantic knowledge; Souchay et al., 2007) which strengthens the idea that that episodic-FOK sensitivity is partially based on remembering of contextual information (Koriat, 1993; Souchay et al., 2007). We will use a paradigm akin to the one used in Mazancieux et al. (2020). This experiment evaluates four different cognitive domains (i.e., episodic memory, semantic memory, visual perception, and executive functioning) using RCJs to evaluate metacognition. We aim to compare metacognition across these four tasks using a large sample size (N = 200 in each age group) composed of participants aged between 20 to 79. In the continuity of previous studies which used RCJs and which did not find any difference between younger and older adults, we will use a hierarchical Bayesian framework (Fleming, 2017). The latter solve issues of previous metacognitive measures and could highlight new aspects of metacognition in aging. We also aim to explore the effect of subjective age and cognitive reserve on metacognitive efficiency and metacognitive bias in older adults. Subjective age refers to the age felt by participants, independently of the real age. Previous research highlighted a link between subjective age and memory performances (Stephen et al., 2016). Participants who felt younger than their real age performed better in a memory task than participants who reported a subjective age equal to or greater than their real age. Subjective age is also related to susceptibility and compensatory possibilities against age-related cognitive decline (Nucci et al., 2012). Concerning the cognitive reserve, the degree and the speed of the cognitive decline in healthy aging depend on the cognitive activities and on the environment of each person. The more a person is engaged in daily cognitive activities, the less rapid and severe age-related cognitive decline will be (including cognitive decline of memory; León et al., 2014). Previous study which explored the effect of cognitive reserve on metamemory accuracy highlighted that older adults with high education level have better metamemory accuracy (Szajer & Murphy, 2013).

A research study to investigate whether people can make accurate metacognitive judgements about speeding with educational material to mitigate costs to their performance, and how increased speed impacts enjoyment and learning.

A research study to investigate whether people can make accurate metacognitive judgements about speeding with educational material to mitigate costs to their performance, and how increased speed impacts enjoyment and learning.

Overconfidence

This project is interested in determining whether visual metacognition (e.g., beliefs about visual detection and what people notice) is dependent on whether individuals take a self or other perspective.

This article is from Frontiers in Human Neuroscience , volume 8 . Abstract The ability to recognize one's own successful cognitive processing, in e.g., perceptual or memory tasks, is often referred to as metacognition. How should we quantitatively measure such ability? Here we focus on a class of measures that assess the correspondence between trial-by-trial accuracy and one's own confidence. In general, for healthy subjects endowed with metacognitive sensitivity, when one is confident, one is more likely to be correct. Thus, the degree of association between accuracy and confidence can be taken as a quantitative measure of metacognition. However, many studies use a statistical correlation coefficient (e.g., Pearson's r) or its variant to assess this degree of association, and such measures are susceptible to undesirable influences from factors such as response biases. Here we review other measures based on signal detection theory and receiver operating characteristics (ROC) analysis that are “bias free,” and relate these quantities to the calibration and discrimination measures developed in the probability estimation literature. We go on to distinguish between the related concepts of metacognitive bias (a difference in subjective confidence despite basic task performance remaining constant), metacognitive sensitivity (how good one is at distinguishing between one's own correct and incorrect judgments) and metacognitive efficiency (a subject's level of metacognitive sensitivity given a certain level of task performance). Finally, we discuss how these three concepts pose interesting questions for the study of metacognition and conscious awareness.

This study assesses the relationship of autism trait with emotional and non-emotional metacognitive performance.

In the field of motor learning, converging evidence suggests that focusing attention on the outcome of the movement, rather than on the movement itself, improves performance (McNevin et al., 2003; Wulf, 2013). However, this evidence is primarily drawn from the fields of sport and movement sciences – mostly gross motor skills — with limited research in music. While research in sports has shown that this effect has broad generalizability across tasks, populations and performance measures, the evidence in musical tasks is particularly mixed. Although some studies have shown that external focus can enhance aspects such as temporal evenness (Duke et al., 2011) and sound quality in skilled musicians (Atkins, 2017), others on untrained singers (Atkins & Duke, 2013) and wind players (Stambaugh, 2017, 2019) indicate that internal focus can also improve performance. Indeed, attending to movement is not always detrimental, especially when performing relatively novel motor tasks (Masters & Maxwell, 2008; Tang et al., 2023). In music, novices often prioritize attention to their body movements, such as finger placement, which is essential for correct performance in the initial stages of learning to play an instrument (Stambaugh, 2019). Overall, these findings suggest that the benefits of different focus of attention strategies may depend heavily on the circumstances. Instead of seeking wide applicability of the attentional focus effect — which may lead to inconsistent results in music — we should aim to understand the specific contingencies that determine its impact. Metacognition, as a higher cognitive function, that allows us to reflect on, evaluate and control mental function (including movement and attention), and that has been also associated with the development of expertise (Concina, 2019; Sternberg, 1998; Zimmerman, 2006), could be an overlooked factor in previous research. This ability could provide insights that previous studies may have missed, and offer a more nuanced and comprehensive framework for determining the optimal focus of attention in musical performance. This study aims to clarify the underlying mechanisms of the attentional focus effect in musical performance, by exploring its dependencies on metacognitive precision. To achieve this, we will first assess the effect of the focus of attention in musical performance. We will then evaluate the role of metacognitive ability within this relationship. Our methodology will involve measuring motor metacognition using an experimental design based on previous studies and tailored to the ecologically valid task of playing the guitar (Maniscalco & Lau, 2012). Additionally, we will use self-reported questionnaires commonly employed in the educational field, as well as some of them adapted to the musical context. When performing a movement, individuals may have metacognitive access to internal parameters (i.e., motor commands driving the action) and external parameters (i.e., the environmental effects of the action). In the context of musical performance, this monitoring aligns with the spatial movement features, for the former, and with the resulting sound, for the latter. We will investigate how guitarists of different skill levels monitor these spatial and tonal aspects under different conditions. In addition, we will examine whether their ability to monitor movement affects their performance of a simple melody under different focus of attention instructions. By examining the effects of attentional focus on musical performance and disentangling its underlying mechanisms through the study of motor metacognition, we aim to also bridge cognitive science and education. Findings from this study can inform better instructional strategies during learning processes in educational contexts.

This project investigates the relationship between metacognitive processes and belief updating. By examining how individuals evaluate their own performance and update beliefs in response to new evidence, we aim to understand the cognitive mechanisms underlying adaptive decision-making. The study focuses on the roles of confidence, performance, and external feedback in shaping beliefs across different contexts.

This project investigates the relationship between metacognitive processes and belief updating. By examining how individuals evaluate their own performance and update beliefs in response to new evidence, we aim to understand the cognitive mechanisms underlying adaptive decision-making. The study focuses on the roles of confidence, performance, and external feedback in shaping beliefs across different contexts.

For humans, the inability to identify safety is a hallmark of anxiety, which is linked to poor health (Felger, 2018) and psychological outcomes (Mennin et al., 2005). Existing computational accounts fail to explain why individuals suffering from anxiety have difficulty identifying safety. This lack of understanding may be due, in part, to existing focus on threat processes with an assumption that safety is an inverse of threat. This perspective presumes that deficits in safety recognition are a result of threat overestimation, but fails to consider circumstances in which threat is accurately estimated, but safety is unrecognized. Safety may instead reflect independent computations related to the self that mediate threat estimates (Tashjian et al., 2021). The proposed research partitions the complexity of safety recognition into two main evaluative components: an external focus on threat and an internal focus on self-competence. Empirical investigations of safety processing are lacking, and for the few that exist, metacognition (the internal assessment of one’s ability to achieve a desired outcome) is not evaluated. However, metacognition is likely crucial given poor metacognition can impair perceptual judgment and error integration, which may ultimately influence safety estimations (Rigoni et al., 2013). Identifying internal contributors to safety underestimation has significant potential to improve treatment efficacy for anxiety disorders. Nearly 50% of clinically anxious individuals do not fully respond to treatment focused on external threat responsivity (Ginsburg et al., 2018). Thus, safety learning may provide an alternative pathway for reducing anxiety in those resistant to threat-based treatment. The current project aims to develop a computational account of safety learning to increase precision in the treatment of anxiety. Findings will shed light on the component and interactive processes by which threat perception and metacognition contribute to anxiety.

Aim: To investigate the psychological correlates of emotion regulation in healthy older adults.

This project will study the first impressions people believe that two types of hypothetical Virtual Assistants (human or AI) form about them. Participants will read the Virtual Assistant's introductory text and will write their own text to describe themselves in terms of personality. Participants will then answer a series of questions related to their perception of the Virtual Assistant, their own perception of themselves based on their texts, and the way they believe the Virtual Assistants perceived them.

The sense of agency (SoA) is the feeling of intentionally moving our body and, through it, affecting the environment. In line with this definition, studies aim to affect SoA by manipulating either a representation of a movement or the consequences of that movement on the environment. However, it is unclear whether the underlying assumption is valid, that these two kinds of manipulations equally affect the SoA. Using a novel experimental paradigm, we aim to address this question by systematically manipulating these two components: a representation of the movement itself vs its effects on the environment. Further, we will employ as dependent measures estimates of metacognitive performance to compare different conditions devoid of response biases in subjective measures, which are often present in typical agency tasks. To do so we will use a virtual version of a ball throwing game, the “Skittles” (Sternad et al., 2011). Using this motor task, in a set of experiments conducted, we found that people can metacognitively monitor both the representations of their volitional movements and the outcomes accompanying these movements equally well. We will adapt the motor task, to turn it into a two-interval forced-choice task (IFC), which means that participants will throw the ball two times on each trial. We will include two conditions to compare metacognition of agency over the movement and over the outcome. To do so we will manipulate the visual feedback as follows: The visual feedback will be congruent with what participants did in only one of the two intervals and incongruent in the other: Either the movement or the outcome (ball flight trajectory) will not match what participants did. On each trial, participants select the interval in which they felt they were more in control and rate their confidence in that decision. In addition to that, we will record electrophysiology (EEG) and electrooculography (EOG) data. After matching participants' first-order performance we will compare both the neural signature and metacognition of the sense of agency on both conditions.

The sense of agency (SoA) is the feeling of intentionally moving our body and, through it, affecting the environment. In line with this definition, studies aim to affect SoA by manipulating either a representation of a movement or the consequences of that movement on the environment. However, it is unclear whether the underlying assumption is valid, that these two kinds of manipulations equally affect the SoA. Using a novel experimental paradigm, we aim to address this question by systematically manipulating these two components: a representation of the movement itself vs its effects on the environment. Further, we will employ as dependent measures estimates of metacognitive performance to compare different conditions devoid of response biases in subjective measures, which are often present in typical agency tasks. To do so we will use a virtual version of a ball throwing game, the “Skittles” (Sternad et al., 2011). Using this motor task, in a set of experiments conducted, we found that people can metacognitively monitor both the representations of their volitional movements and the outcomes accompanying these movements equally well. We will adapt the motor task, to turn it into a two-interval forced-choice task (IFC), which means that participants will throw the ball two times on each trial. We will include two conditions to compare metacognition of agency over the movement and over the outcome. To do so we will manipulate the visual feedback as follows: The visual feedback will be congruent with what participants did in only one of the two intervals and incongruent in the other: Either the movement or the outcome (ball flight trajectory) will not match what participants did. On each trial, participants select the interval in which they felt they were more in control and rate their confidence in that decision. In addition to that, we will record electrophysiology (EEG) and electrooculography (EOG) data. After matching participants' first-order performance we will compare both the neural signature and metacognition of the sense of agency on both conditions.

The primary aim of the current study is to examine whether in healthy older adults metacognition relates to mindfulness. Therefore, we will test the association between two types of meta-cognitive efficiency (for memory and emotion recognition) and trait mindfulness.

This preregistration is part of a larger study with data collection between May and July of 2024. The preregistration focuses on the relationship between procedural metacognition (monitoring accuracy and metacognitive control) and working memory in a sample of approximately n=80 adolescents in their first year of secondary school. All tasks were assessed in a classroom-setting (group testing, about 20 children per classroom) with students working on the tasks individually on their school-administered device. Working memory was assessed with two complex span tasks (CST) administered via Qualtrics. Metacognitive variables were assessed using a concept-learning task wherein students learn complex concepts and their definitions and were asked to reproduce them in a subsequent testing phase. Confidence judgements (CJ) were assessed after students have given their answers. Monitoring accuracy will be calculated using the CJs. Students get the opportunity to choose items for restudy, which will be used to calculate the metacognitive control variable restudy selection. Correlation analyses will be calculated for all variables. Regression analyses will be conducted to test the hypotheses that working memory and monitoring accuracy explain variance in metacognitive control and performance.

This study aims to compare local (i.e., trial-by-trial) and global (i.e., overall awareness of one’s ability or more general performance) metacognition (sensitivity and bias) of discernment of true and false political and health claims. It also aims to examine how these measures differ across demographics, such as partisanship, age, gender, education, and alternative medicine endorsement. We will examine peoples’ ability to determine the veracity of true and false political and health claims, as well as their local and global estimates of this ability.

To further understand how individuals make PM metacognitive judgements and how these change as we get older, the current project will adopt a cue-utilisation approach to study age differences in metacognitive sensitivity to extrinsic and intrinsic cues. Accordingly, we will conduct a systematic investigation of how judgements of learning (JOLs) change by manipulating an intrinsic cue [in experiment 1] – i.e., the emotional valence of PM cues (positive vs. neutral vs. negative) – and an extrinsic cue [in experiment 2] – i.e., the associated reward (fixed vs. losses vs. gains). Further details can be found in the pre-registered protocol uploaded on OSF.

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This article is from Iranian Journal of Psychiatry and Behavioral Sciences , volume 8 . Abstract Objective: The aim of the current study is to investigate the relationship between metacognition and obsessive beliefs, and procrastination.Methods: 285 students of Tabriz and Mohaghegh Ardabili Universities, Iran, were selected by random sampling, and completed the metacognition (MCQ-30) questionnaire, obsessive beliefs questionnaire (OBQ-44), and General Procrastination Scale. The research method was descriptive. Data was implemented by structural equation modeling, using Amos software (version 19) and Anderson and Greenberg’s (1988) two-step approach was followed. First, the model measurement, and then the structural model were examined. Results: Results showed that obsessive beliefs and metacognitive beliefs, directly and indirectly, predict the behavior of procrastination. Cognitive confidence, need for control of thoughts, and positive beliefs about worry from metacognitive beliefs were positively and significantly correlated with procrastination. In addition, cognitive self-consciousness was inversely correlated with procrastination. Perfectionism/certainty from obsessive beliefs was inversely correlated with procrastination. Moreover, the relationship between obsessive beliefs and metacognitive beliefs were positive and significant.Conclusion: Our findings show a significant relationship between obsessive and metacognitive beliefs and procrastination. To reduce behaviors of procrastination, control of obsessive beliefs and metacognition seems to be necessary. Moreover, controlling and shaping metacognitive beliefs can be effective in reducing compulsive behavior. Declaration of interest: None.

The purpose of this study is to examine the effect of metacognition on one's academic locus of control. The study's sample group consists of 451 university students enrolled in various programs at Sakarya University, Turkey. In this study, the Metacognitive Awareness Inventory and the Academic Locus of Control Scale were used. The correlations and path analysis were examined. The hypothesis model was tested through path analysis. The findings of the path analysis reveal that while an internal academic locus of control was predicted to have a positive relation with metacognition, an external academic locus of control was predicted to have a negative relation. In conclusion, the research indicates that metacognition affects academic locus of control in that students whose internal academic locus of control is high are more likely to adopt metacognition than are students whose external academic locus of control is high. Therefore, the current findings act to increase our understanding of the different relationships between metacognition and academic locus of control.

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This research work describes the setup of framework for testing the performance of intrinsically motivated swarm agents over extrinsic motivation. The performance is tested through the simulation. The result demonstrates that agents with intrinsic motivation for specific goal have high metacognitive ability. It also shows group performance of agents with metacognitive ability is better than the group of agents with extrinsic motivation exhibiting cognitive ability. Goal setting theory of motivation is applied to the group of agents in order to analyse the intelligent behaviour of the agents. This research is mainly focusing on why and how group performance by swarm agents is better than individuals. This approach requires design of ambient testbed where swarm agents demonstrate cognitive actions to metacognitive actions. This research is aiming to prove that group performance by swarm agents is higher due to type of agents chosen with intrinsic motivation and thus proves intrinsic motivation is better than extrinsic motivation. Agent behaviour in a group can be analysed using different metrics like resource collection, life expectancy, level of motivation and task assigned.

The study was conducted on a sample of 100 students (of B.com) purposively drawn from Maharaja College, Chhattarpur (M.P.). Metacognition Inventory (M.C.I.) constructed by Dr. Punita Govil (2003) was used to assess the met cognitive level of the sample. Sample was divided into two G1 and G2. G1 students acquired less than 55%. Results reveal that there is increased with the level of metacognition. Metacognition enables a person not only to plan out administer or regulate a task but it also helps in when, which strategy is to be used for a task. On gender-wise comparison, it was sound that there was no difference between groups on the basis of gender but the scores differ with the performance in academic. Hence, if the students are instructed to increase their metacognitive level with the help of experts; an increase in academic can also be seen.

This study investigates the development of metacognitive calibration accuracy—children’s ability to judge their own performance accurately during middle childhood. The study will use secondary longitudinal data (2 year period, with 5 timepoints) from children aged 8–11 at baseline, the project focuses on three timepoints (T1, T3, T5) to examine changes in calibration accuracy and its relationship with executive function and metacognitive monitoring and control. The study will address three key questions: 1. How does calibration accuracy change over time? 2. How is calibration accuracy related to concurrent metacognitive monitoring and control across development? 3. To what extent do early EF and metacognitive skills predict later calibration accuracy?

Due to the lack of clarity about the effect of the mood on the Delay Discounting task in Borderline Personality Disorder gives rise to the need for the present study. Also, there are obvious deficits in impulse control in terms of the motivational and decisional processes in BPD because of the problems in information processing and monitoring action in these patients. We suggest that deficits especially in monitoring action could be related to metacognitive abilities in motivational impulsivity. As far as our knowledge, there is no study to investigate the linkage between DD and metacognition in BPD. By answering these questions, it might be possible to develop interventions for impulsivity in BPD.

Due to the lack of clarity about the effect of the mood on the Delay Discounting task in Borderline Personality Disorder gives rise to the need for the present study. Also, there are obvious deficits in impulse control in terms of the motivational and decisional processes in BPD because of the problems in information processing and monitoring action in these patients. We suggest that deficits especially in monitoring action could be related to metacognitive abilities in motivational impulsivity. As far as our knowledge, there is no study to investigate the linkage between DD and metacognition in BPD. By answering these questions, it might be possible to develop interventions for impulsivity in BPD.

Due to the lack of clarity about the effect of the mood on the Delay Discounting task in Borderline Personality Disorder gives rise to the need for the present study. Also, there are obvious deficits in impulse control in terms of the motivational and decisional processes in BPD because of the problems in information processing and monitoring action in these patients. We suggest that deficits especially in monitoring action could be related to metacognitive abilities in motivational impulsivity. As far as our knowledge, there is no study to investigate the linkage between DD and metacognition in BPD. By answering these questions, it might be possible to develop interventions for impulsivity in BPD.

Here we pre-register a replication experiment intending to evaluate metacognitive sensitivity in the Iowa Gambling Task.

This study aims to expand this field of research by exploring how metacognitive sensitivity and the introduction of rewards affect switching behavior as well as performance within a task-switching paradigm. In the experiment, the voluntary task-switching (VTS) paradigm is applied.

This study aims to expand this field of research by exploring how metacognitive sensitivity and the introduction of rewards affect switching behavior as well as performance within a task-switching paradigm. In the experiment, the voluntary task-switching (VTS) paradigm is applied.

Objective The main goal of the scoping review is to identify the contributing factors to the development of self-regulation and metacognition among young musicians, learning to play an instrument in out-of-school settings. Introduction Metacognition and self-regulation are both key abilities for young musicians learning to play an instrument, especially in out-of-school settings. Still, few papers explore and present ways to foster self-regulation and metacognition for this population (e.g., pedagogical approaches, didactic tools, specific practice strategies, etc.). A greater understanding of the development of these abilities would allow us to intervene more effectively with young music learners and their teachers. Inclusion criteria To be selected in the review, studies will have to: (1) include mostly beginner musicians aged 16 and under; (2) address the development of self-regulation or metacognition; (3) examine exclusively out-of-school instrumental instruction; (4) be of empirical design and written in either French or English. Method Research will be carried out in French on the Cairn.info and Érudit.org websites, and in both English and French on the following databases: Academic Search (via EBSCO); Education Source (via EBSCO); Education Resources Information Center [ERIC] (via Ovid); Érudit.org; Music Index (via EBSCO); ProQuest Dissertations and Theses [PQDT] (via ProQuest); PsycINFO (via Ovid); International Repertory of Music Literature [RILM] (via EBSCO); and Web of Science (via Clarivate). Data extracted from selected studies will notably include publication, methodological, and empirical information. Recommendations relevant to the review will be synthesized to discuss pedagogical implications and possible interventions.