Cognitive learning strategy training yields preliminary evidence of far metacognitive transfer to effort regulation (Wirth et al., 2025)¶
Claim · All claims
Evidence · 1 study · causalr?·q2
Currency · newest study 2025 · checked against its sources 2026-10-21 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Students in training conditions showed improved metacognitive regulation of effort for a cognitive strategy not taught in the training, though differences between the two training conditions were not significant and effect sizes were small. → de Bruin 2025
Evidence¶
de Bruin 2025¶
de Bruin, A. B. H., Janssen, E. M., Waldeyer, J., & Stebner, F. (2025). Cognitive Load and Challenges in Self-regulation: An Introduction and Reflection on the Topical Collection. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10042-2
q2 · i? · causal · r?
Experimental field study with 10-year-old students by Wirth et al. (2025), comparing direct and combined direct-and-indirect strategy training against a control condition. The editorial reports "preliminary evidence for far metacognitive transfer" of effort regulation, with no significant difference between training conditions and small effect sizes.
"the results provide preliminary evidence for far metacognitive transfer: students in the training conditions showed improved metacognitive regulation of effort, a cognitive strategy that had not been taught in the training."
Discussion¶
Related Claims¶
- Training in metacognitive regulation combined with a cognitive learning strategy transfers to better metacognitive regulation of mental effort (far transfer), with small effect sizes — possibly the same claim (merge candidate)
- Hybrid training fosters far transfer of metacognitive skills to a new cognitive strategy, though one hybrid condition did not beat control — related
- Metacognitive regulation of learning imposes additional cognitive load (metacognitive load) on top of the load of actual learning — related
- Theoretical expectation: hybrid metacognitive skill training benefits content knowledge acquisition more in near than in far transfer because far transfer is more cognitively demanding — related
- Hybrid training improves fifth-graders' application of metacognitive skills in near-transfer tasks compared to non-hybrid and control training — related
- Cognitive strategy application in a far-transfer task after hybrid training depends on the specific strategy: text highlighting transferred, conducting experiments did not versus non-hybrid training — related
- The four aggregated non-hybrid training groups did not differ on the dependent variables of the analyses — related
- Before metacognitive skill training, fifth graders possessed none of the metacognitive skills later trained, so metacognitive skills are task-specific at first and become domain-general only through transfer — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
far-metacognitive-transfer-effort-regulation |
title |
Cognitive learning strategy training yields preliminary evidence of far metacognitive transfer to effort regulation (Wirth et al., 2025) |
description |
Cognitive learning strategy training yields preliminary evidence of far metacognitive transfer to effort regulation (Wirth et al., 2025) |
status |
review |
evidence_strength |
weak |
newest_evidence |
2025 |
source_checked |
2026-10-21 |
generated |
by process:wiki-ingest on 2026-10-21 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — de-bruin-2025 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.