Training in metacognitive regulation combined with a cognitive learning strategy transfers to better metacognitive regulation of mental effort (far transfer), with small effect sizes¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2025 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? After training, students in the two training groups were better able to metacognitively regulate their mental effort than students in the control group, indicating far transfer from a cognitive learning strategy to a resource management strategy. → Wirth 2025

Evidence¶

Wirth 2025¶

Wirth, J., Weber-Reuter, X.-L., Schuster, C., Fleischer, J., Leutner, D., & Stebner, F. (2025). Far Transfer of Metacognitive Regulation: From Cognitive Learning Strategy Use to Mental Effort Regulation. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09983-x

q2 · i? · causal · r2

Field study in six German secondary schools (37 classes of 5th/6th graders, N = 777). Twenty-two classes were randomly assigned to one of two training groups (direct and indirect training, or direct training only); the 15 control classes were not randomized but recruited from a school development program and assigned to the control group, so the training-versus-control contrast is quasi-experimental. Because of pandemic absences, analyses rest on the 368 students who attended both pretest and posttest (141, 124 and 103). A linear contrast showed the two training groups improved their metacognitive regulation of mental effort more than the control group (F(1,365) = 4.15, one-tailed p = .021; Group x Time partial eta squared = .02), while the two training groups did not differ from each other; the authors describe the effect sizes as small.

"Results (based on data from 368 students due to pandemic conditions) indicated far metacognitive regulation transfer: After training, students in the training groups were better able to metacognitively regulate their mental effort than students in the control group."

Discussion¶

Related Claims¶

• Hybrid training fosters far transfer of metacognitive skills to a new cognitive strategy, though one hybrid condition did not beat control — related
• The combined training-plus-diary condition improved specific SRL components: SRL knowledge, metacognitive strategies, cognitive strategies (elaboration, organisation, critical thinking), and resource management strategies (time-management, effort regulation) — 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
• Cognitive learning strategy training yields preliminary evidence of far metacognitive transfer to effort regulation (Wirth et al., 2025) — possibly the same claim (merge candidate)
• Interventions targeting SRL or EF show little evidence of far transfer to the other construct — reports the opposite