Indirect training: prompting metacognitive regulation in regular subject classes to promote transfer across contexts¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

In the indirect training component, regular German language classes were adapted so teachers prompted students to apply metacognitive regulation steps learned in direct training, using the same vocabulary, symbols, and reflection tools. "Metacognitive regulation was not explicitly taught to the students but instead was prompted." Teachers had to incorporate metacognitive regulation into their lesson plans around a cognitive strategy of their own choosing, with prompts provided for consistency. The article states this component "initiated far metacognitive regulation transfer, promoting repeated metacognitive regulation in different contexts."

Design Implications¶

Context¶

Requirements¶

• Teachers must incorporate metacognitive regulation into lesson plans (mandatory), supported by materials and implementation prompts, to ensure consistency across teachers

Constraints¶

• No instruction aimed at helping students acquire metacognitive regulation directly is provided in this component

Target Learners¶

• 5th and 6th grade students in regular language classes

Target Learning Goals¶

• transfer and repeated use of metacognitive regulation across different learning strategies and contexts

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 [+W]

Related Strategies¶

• Include explicit transfer instructions discussing how trained strategies could apply to new tasks to promote transfer of metacognitive training
• Promoting Self-Directed Learning Strategies
• Teach Self Regulation Strategies
• Self Regulated Learning Instruction
• Explicit Strategy Instruction
• Use metacognitive characters and teacher follow-up to support transfer of trained inhibition strategies

Examples¶

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Key Sources¶

• 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