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Ruohoniemi, M., & Lindblom-Ylänne, S. (2009). Students’ Experiences Concerning Course Workload and Factors Enhancing and Impeding Their Learning—A Useful Resource for Quality Enhancement in Teaching and Curriculum Planning. International Journal for Academic Development, 14, 69-81. https://doi.org/10.1080/13601440802659494

has been cited by the following article:

• TITLE: Metacognitive Knowledge, Regulation, and Study Habits

  AUTHORS: Angelina MacKewn, Thomas Depriest, Brian Donavant

  KEYWORDS: Metacognition, Metacognitive Knowledge, Metacognitive Regulation, Directed Learning

  JOURNAL NAME: Psychology, Vol.13 No.12, November 30, 2022

  ABSTRACT: The relationship between metacognitive knowledge, metacognitive regulation, depth of studying, and academic success was examined in university undergraduates. Further, age differences in these variables were compared between preadults (up to age 24) and adults (25 and older). Metacognitive regulation was found to be positively correlated with metacognitive knowledge, deep and strategic study habits, but no relationship was found between study habits or metacognition and GPA. Adults scored higher on all metacognitive knowledge subscales and the overall knowledge score, and all but the planning metacognitive regulation subscale. Explanations and application of findings are discussed.