Providing comprehensive coverage of the theoretical bases of metacognition and its applications to educational practice, this compendium of focused and in-depth discussions from leading scholars in the field:

  • represents an intersection of education, cognitive science, and technology;
  • serves as a gateway to the literature for researchers and practitioners interested in one or more of the wide array of topics included; and
  • sets the standard for scholarship for theoretical research and practical applications in this field.

The Handbook of Metacognition in Education — covering Comprehension Strategies, Metacognitive Strategies, Metacomprehension, Writing, Science and Mathematics, Individual Differences, Self-Regulated Learning, Technology, Tutoring, and Measurement — is an essential resource for researchers, faculty, students, curriculum developers, teachers, and others interested in using research and theory on metacognition to guide and inform educational practice.

chapter |4 pages

A Growing Sense of “Agency”

ByDouglas J. Hacker, John Dunlosky, Arthur C. Graesser

part |39 pages

Comprehension Strategies

chapter |19 pages

The Role of Metacognition in Understanding and Supporting Reading Comprehension *

ByMargaret G. McKeown, Isabel L. Beck

chapter |18 pages

The Role of Metacognition in Teaching Reading Comprehension to Primary Students

ByJoanna P. Williams, J. Grant Atkins

part |37 pages

Metacognitive Strategies

chapter |22 pages

Self-Explanation and Metacognition

The Dynamics of Reading
ByDanielle S. McNamara, Joseph P. Magliano

part |45 pages


chapter |22 pages

Metacognitive Monitoring During and After Reading

ByKeith W. Thiede, Thomas D. Griffin, Jennifer Wiley, Joshua S. Redford

chapter |21 pages

The Importance of Knowing What You Know

A Knowledge Monitoring Framework for Studying Metacognition in Education
BySigmund Tobias, Howard T. Everson

part |44 pages


chapter |23 pages

Metacognition and Children's Writing

ByKaren R. Harris, Steve Graham, Mary Brindle, Karin Sandmel

chapter |19 pages

Writing is Applied Metacognition

ByDouglas J. Hacker, Matt C. Keener, John C. Kircher

part |46 pages

Science and Mathematics

chapter |31 pages

The Interplay of Scientific Inquiry and Metacognition

More than a Marriage of Convenience
ByBarbara White, John Frederiksen, Allan Collins

chapter |13 pages

The Enigma of Mathematical Learning Disabilities

Metacognition or STICORDI, That's the Question
ByAnnemie Desoete

part |38 pages

Individual Differences

chapter |19 pages

Context Matters

Gender and Cross-Cultural Differences in Confidence
ByMary Lundeberg, Lindsey Mohan

chapter |17 pages

Teachers as Metacognitive Professionals

ByGerald G. Duffy, Samuel Miller, Seth Parsons, Michael Meloth

part |59 pages

Self-Regulated Learning

chapter |19 pages

Supporting Self-Regulated Learning with Cognitive Tools *

ByPhilip H. Winne, John C. Nesbit

chapter |21 pages

Effective Implementation of Metacognition

ByMichael J. Serra, Janet Metcalfe

chapter |17 pages


Where Metacognition and Motivation Intersect
ByBarry J. Zimmerman, Adam R. Moylan

part |42 pages


chapter |21 pages

Self-Regulated Learning with Hypermedia

ByRoger Azevedo, Amy M. Witherspoon

chapter |19 pages

Interactive Metacognition

Monitoring and Regulating a Teachable Agent
ByDaniel L. Schwartz, Catherine Chase, Doris B. Chin, Marily Oppezzo, Henry Kwong, Sandra Okita, Gautam Biswas, Rod Roscoe, Hogyeong Jeong, John Wagster

part |54 pages


chapter |22 pages

Meta-Knowledge in Tutoring

ByArthur C. Graesser, Sidney D’Mello, Natalie Person

part |28 pages


chapter |15 pages

Measuring Metacognitive Judgments

ByGregory Schraw

chapter |11 pages

Sins Committed in the Name of Ecological Validity

A Call for Representative Design in Education Science
ByJohn Dunlosky, Sara Bottiroli, Marissa Hartwig