Shyam Barr

Blog

 

PREFACE

This blog discusses topics that exist between the fields cognitive psychology and leadership, teaching and learning. Although I make connections between research and personal experience (my attempt at bridging the age-old ‘theory-practice’ gap), I write for a general audience. It is as Mihaly Csikszenmihalyi stated in the preface of his book FLOW:

“To take this step is somewhat dangerous, because as soon as one strays from the stylised constraints of academic prose, it is easy to become careless or overly enthusiastic about such a topic” (p. xi)

To avoid carelessness, I will endeavour to include references to journal articles, books and alike (as commonly expected in academic writing), but not at the expense of accessibility and ease of reading. This will be a delicate balance and one I will endeavour to achieve.

To end, I chose the word ‘discusses’ in the first sentence of this preface, to highlight that although the blog articles themselves are very much a dialogue between myself and what I read, I encourage you to share your comments and questions, so that we may start a more authentic discussion. 

 
 

Boosting Young Learners’ Thinking Skills: What the Research Says About Metacognitive Interventions

Imagine a classroom where students independently plan their learning, monitor their progress, and adjust their strategies when needed. This capability—metacognition—is a key driver of academic success. But can young children develop these self-regulated learning skills? A new meta-analysis of 67 studies provides a resounding yes—but with some important insights for teachers (i.e., Eberhart et al., 2024).

What did the Eberhart et al. (2024) study find?

The meta-analysis examined the impact of metacognition interventions on preschool and elementary school students’ learning and self-regulation. Here are the key takeaways for teachers:

  • Metacognition interventions work: Students who participated in interventions showed moderate improvements in self-regulation and academic achievement immediately after the intervention (effect size = 0.48) and continued to benefit over time (effect size = 0.29 at follow-up).

  • Lasting impact on self-efficacy: While metacognition strategies didn’t boost students’ self-efficacy immediately, they had a delayed positive effect, meaning students developed greater confidence in their learning over time.

  • Executive function improvements: For the first time, researchers examined how metacognition interventions influenced executive functions (such as working memory and cognitive flexibility) and found a positive impact.

  • Teachers make the difference: Interventions were more effective when delivered by teachers in natural classroom settings than when researchers led them in controlled environments.

What does this mean for your classroom?

1. Embed MetacognitiVE Strategies in Everyday Teaching

Since metacognitive interventions are most effective when embedded in subject-specific learning, try these simple strategies:

  • Planning: Before starting a task, ask students, “What’s your goal? What strategies will you use?”

  • Monitoring: Encourage self-checks by having students pause and reflect, “Am I on track? What’s working?”

  • Control: Guide students to adjust their approach when stuck, “What’s another way to solve this?”

  • Reflection: After a task, prompt self-evaluation, “What did you do well? What would you do differently next time?”

2. Focus on Long-Term Growth, Not Just Immediate Results

Since self-efficacy gains take time, don’t expect students to feel more confident overnight. Celebrate small wins—point out moments when they successfully planned, adapted, or reflected on their learning. Over time, these skills will strengthen their confidence.

3. You Are the Best Teacher for Metacognition

The study found that interventions led by classroom teachers were more effective than those led by researchers. You don’t need an external program; you can weave metacognition into your lessons. Simple adjustments, like think-aloud modelling or self-questioning prompts, can make a significant impact.

4. Support Self-Regulated Learning Across All Subjects

Metacognition isn’t just for reading or math—it applies to all learning. Whether students are writing essays, solving equations, or conducting science experiments, help them engage in planning, monitoring, and adjusting their approach.

This Eberhart et al. (2024) meta-analysis confirms what many great teachers already know—helping students think about their learning is one of the most powerful ways to improve their academic success. The good news? You don’t need a new program or fancy tools. By embedding metacognition strategies into your daily teaching, you can help your students become more independent, confident, and effective learners. For more information about how to foster students’ metacognition and self-regulated learning, invest in a copy of Educate to Self-Regulate.

References:

Eberhart, J., Schäfer, F., & Bryce, D. (2025). Are metacognition interventions in young children effective? Evidence from a series of meta-analyses. Metacognition and Learning, 20 (7). https://doi.org/10.1007/s11409-024-09405-x (Open Access)

Shyam Barr