Introduction
Shirley Larkin
1. Understanding the role of mind wandering and mindfulness in creativity
David D. Preiss and Benjamín Carmona
2. Who are the students in metacognition research in high school science education? Reflections on ecological validity, representative design, and generalizability
Gregory P. Thomas
3. Teachers’ professional competence to support metacognition
Charlotte Dignath and Yves Karlen
4. Are students who use the internet to assist with assignments prone to metacognitive overestimations?
Stephanie Pieschl , Janene Budd , and Björn Mattes
5. The effect of metacognitive use of learning strategies on student test performance
Eriko Ota, Emmanuel Manalo and Natalia Suárez Fernández
6. Metacognition and self-regulated learning in manipulative robotic problem-solving task
Margarida Romero and George Kalmpourtzis
7. The role of automatic and analytic processes on mathematics performance: cognitive inhibition and metacognition
Fatma Acar and Emine Erktin
8. Supporting metacognitive and cognitive processes during self-study through mobile learning
Martine Baars and Olga Viberg
9. Teacher metacognition: Is there a role for personal construct psychology?
Shirley Larkin
10. Mindfulness as metacognition: Implications for research and practice in education
Tomasz Jankowski
Biography
Shirley Larkin is associate professor of education psychology in the School of Education, University of Exeter, UK. She researches the development and facilitation of metacognition across the life course, but with a specific focus on early years and primary education.
