[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-596176-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-596176-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","a-metacognitive-instructional-guide-to-support-effective-studying-strategies","A Metacognitive Instructional Guide to Support Effective Studying Strategies","","Metacognition supports effective learning through metacognitive monitoring and control, which help learners assess progress and decide what to study next. Yet learning outcomes also depend on metacognitive knowledge, including knowing evidence-based study strategies and how to apply them. Because few students receive explicit instruction on these topics, this work evaluates an online instructional guide with evidence-based strategies, self-testing questions, and a study calendar to improve performance and study regulation. Benefits were observed particularly for highly anxious students on high-stakes final examinations.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/a-metacognitive-instructional-guide-to-support-effective-studying-strategies/596176/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/a-metacognitive-instructional-guide-to-support-effective-studying-strategies/596176.png","ImageObject",300,407,{"name":42,"@type":43},"Guten tag","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-28","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What metacognitive skills does the paper connect to effective studying?","Question",{"text":62,"@type":63},"It distinguishes metacognitive monitoring and metacognitive control as processes learners use to assess progress and make future studying choices.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What does the online guide include to teach metacognitive knowledge?",{"text":67,"@type":63},"The guide provides information about evidence-based study strategies, example questions for self-testing, and a study calendar to help regulate studying timing.",{"name":69,"@type":60,"acceptedAnswer":70},"Who benefited most from the guide according to the study findings?",{"text":71,"@type":63},"The paper reports performance benefits, especially for highly anxious students on high-stakes assessments such as final examinations.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},596176,1792193205,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},687212321768,"https://ap-avatar.wpscdn.com/avatar/a0010bdbe886d2fe77?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789897067658708522","The Canadian Journal for the Scholarship of Teaching and Learning  \n\n| Volume 12 | Issue 1 | Article 5 |\n| --- | --- |\n| Fall 09-20-2021\u003Cbr>A Metacognitive Instructional Guide to Support Effective Studying Strategies\u003Cbr>Bailey E. Bingham\u003Cbr>University of Guelph, [bbingham@uoguelph.ca](bbingham@uoguelph.ca)[ ](bbingham@uoguelph.ca)Claire Coulter\u003Cbr>University of Guelph, [ccoulter@uoguelph.ca](ccoulter@uoguelph.ca)[ ](ccoulter@uoguelph.ca)Karl Cottenie\u003Cbr>University of Guelph, [cottenie@uoguelph.ca](cottenie@uoguelph.ca)[ ](cottenie@uoguelph.ca)Shoshanah R. Jacobs\u003Cbr>University of Guelph, [sjacob04@uoguelph.ca](sjacob04@uoguelph.ca)\u003Cbr>Follow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)\u003Cbr>[https://doi.org/10.5206/cjsotl-rcacea.2020.3.8318](https://doi.org/10.5206/cjsotl-rcacea.2020.3.8318) |  |\n\nRecommended Citation  \nBingham, B. E., Coulter, C., Cottenie, K., & Jacobs, S. R. (2021). A metacognitive instructional guide to support effective studying strategies. The Canadian Journal for the Scholarship of Teaching and Learning, 12(1) .  \n[https://doi.org/10.5206/cjsotl-rcacea.2020.3.8318](https://doi.org/10.5206/cjsotl-rcacea.2020.3.8318)  \nA Metacognitive Instructional Guide to Support Effective Studying Strategies  \nAbstract  \nMetacognition—the processes whereby learners assess and monitor their progress in learning (metacognitive monitoring, MM) and use these judgements of learning to make choices about what to study in the future (metacognitive control, MC)—has been shown to be beneficial to learning. However, effective learning also relies on metacognitive knowledge (MK)—that is, students’knowledge about effective study strategies and how to employ them. Few students receive explicit inclass instruction on these topics. Here, we explore if an online instructional guide, which includes information about evidence-based study strategies, example questions for self-testing, and a study calendar to help regulate timing of studying can effectively teach MK to improve performance.  \nWhile it is unclear if the online instructional guide was related to increases in MK, MM, and MC, we did observe benefits to student performance, particularly in highly anxious students on high-stake assessments such as the final examination. Future research should seek to understand how students were engaging with the guide and how the nature of the engagement impacted their study strategies.  \nIl a été montré que la métacognition – les processus par lesquels les apprenants et les apprenantes évaluent et suivent leurs progrès en apprentissage (surveillance métacognitive) et utilisent ces jugements d’apprentissage pour faire des choix concernant ce qu’ils veulent étudier à l’avenir (contrôle métacognitif)– est bénéfique à l’apprentissage. Toutefois, l’apprentissage efficace s’appuie également sur la connaissance métacognitive, c’est-à-dire sur le fait que les étudiants et les étudiantes connaissent les stratégies d’études efficaces et savent les employer. Peu d’étudiants et d’étudiantes reçoivent des directives explicites en classe sur ces sujets. Dans cet article, nous tentons de voir si un guide d’instruction en ligne, qui comprend des informations sur des stratégies d’études fondées sur des données probantes, des questions pour effectuer des auto-évaluations, ainsi qu’un calendrierd’apprentissage pour régulariser l’emploi du temps des études, peut effectivement enseigner la connaissance métacognitive afin d’améliorer les résultats.  \nBien qu’il ne soit pas clair si le guide d’instruction en ligne était relié aux augmentations en matière de connaissance métacognitive, de surveillance métacognitive et de contrôle métacognitif, nous avonstoutefois observé des avantages dans les résultats des étudiants et des étudiantes, en particulier parmiceux et celles qui souffrent fortement d’anxiété quand ils et elles doivent faire des travaux importantstels que les examens finaux. Des recherches futures devraient cherc","cbCaiuZIMOzG2hzA","https://ap.wps.com/l/cbCaiuZIMOzG2hzA","pdf",262247,13,"English","# Abstract\n## Metacognitive framework and metacognitive knowledge\n## Online instructional guide design and goals\n## Observed benefits and implications for future research","[{\"question\":\"What metacognitive skills does the paper connect to effective studying?\",\"answer\":\"It distinguishes metacognitive monitoring and metacognitive control as processes learners use to assess progress and make future studying choices.\"},{\"question\":\"What does the online guide include to teach metacognitive knowledge?\",\"answer\":\"The guide provides information about evidence-based study strategies, example questions for self-testing, and a study calendar to help regulate studying timing.\"},{\"question\":\"Who benefited most from the guide according to the study findings?\",\"answer\":\"The paper reports performance benefits, especially for highly anxious students on high-stakes assessments such as final examinations.\"}]","A Metacognitive Instructional Guide to Support Effective Studying Strategies | PDF",1792082584,33]