Table of Contents

Introduction; 1. Understanding the role of mind wandering and mindfulness in creativity; 2. Who are the students in metacognition research in high school science education? Reflections on ecological validity, representative design, and generalizability; 3. Teachers’ professional competence to support metacognition; 4. Are students who use the internet to assist with assignments prone to metacognitive overestimations?; 5. The effect of metacognitive use of learning strategies on student test performance; 6. Metacognition and self-regulated learning in manipulative robotic problem-solving task; 7. The role of automatic and analytic processes on mathematics performance: cognitive inhibition and metacognition; 8. Supporting metacognitive and cognitive processes during self-study through mobile learning; 9. Teacher metacognition: Is there a role for personal construct psychology?; 10. Mindfulness as metacognition: Implications for research and practice in education

About the Author

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.