Abstract
“Metacognitive theories,” an article Gregg Schraw and I published in Educational Psychology Review in 1995, has been cited in over a thousand scholarly publications. In this follow-up, dedicated to Gregg and written after his recent death, I provide a brief overview of our 1995 article and then reflect on it in four ways. First, I consider the development of the concept of metacognition prior to 1995, including its emergence and use in previous writings by each co-author. Then, I turn to the collaboration itself, including the interplay of complementary conceptions and the construction of new ideas. Third, I consider the article’s citation history and the role it has played in the subsequent literature. Finally, I discuss research on metacognition since 1995, including subsequent work on epistemic cognition by each of the co-authors.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Brownlee, J., Schraw, G., & Berthelsen, D. (Eds.). (2011). Personal epistemology and teacher education. New York: Routledge.
Brownlee, J. L., Schraw, G., Walker, S., & Ryan, M. (2016). Changes in preservice teachers’ personal epistemologies. In J. A. Greene, W. A. Sandoval, & I. Bråten (Eds.), Handbook of epistemic cognition (pp. 300–317). New York: Routledge.
Bruning, R. H., Schraw, G. J., & Norby, M. M. (2011). Cognitive psychology and instruction (5th ed.). Boston: Pearson.
Campbell, R. L., & Bickhard, M. H. (1986). Knowing levels and developmental stages. Basel: Karger.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: a new area of cognitive-developmental inquiry. American Psychologist, 34, 906–911.
Karmiloff-Smith, A., & Inhelder, B. (1974–1975). If you want to get ahead, get a theory. Cognition, 3, 195–212.
McCrudden, M. (2016). Remembering Gregg Schraw. Educational Psychology Review, 28, 673–690.
Miller, S. A. (2012). Theory of mind: beyond the preschool years. New York: Psychology Press.
Moshman, D. (1979). To really get ahead, get a metatheory. In D. Kuhn (Ed.), Intellectual development beyond childhood (pp. 59–68). New Directions for Child Development, No. 5. San Francisco: Jossey-Bass.
Moshman, D. (1990). The development of metalogical understanding. In W. F. Overton (Ed.), Reasoning, necessity, and logic: developmental perspectives (pp. 205–225). Hillsdale: Erlbaum.
Moshman, D. (1994a). Reasoning, metareasoning, and the promotion of rationality. In A. Demetriou & A. Efklides (Eds.), Intelligence, mind, and reasoning: structure and development (pp. 135–150). Amsterdam: Elsevier.
Moshman, D. (1994b). Reason, reasons, and reasoning: a constructivist account of human rationality. Theory & Psychology, 4, 245–260.
Moshman, D. (1995). Reasoning as self-constrained thinking. Human Development, 38, 53–64.
Moshman, D. (2011). Adolescent rationality and development: cognition, morality, and identity (3rd ed.). New York: Psychology Press.
Moshman, D. (2015). Epistemic cognition and development: the psychology of justification and truth. New York: Psychology Press.
Moshman, D., & Franks, B. A. (1986). Development of the concept of inferential validity. Child Development, 57, 153–165.
Moshman, D., & Tarricone, P. (2016). Logical and causal reasoning. In J. A. Greene, W. A. Sandoval, & I. Bråten (Eds.), Handbook of epistemic cognition (pp. 54–67). New York: Routledge.
Olafson, L., & Schraw, G. (2010). Beyond epistemology: assessing teachers’ epistemological and ontological worldviews. In L. D. Bendixen & F. C. Feucht (Eds.), Personal epistemology in the classroom: theory, research, and implications for practice (pp. 516–661). New York: Cambridge University Press.
Schraw, G. (1994). The effect of metacognitive knowledge on local and global monitoring. Contemporary Educational Psychology, 19, 143–154.
Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26, 113–125.
Schraw, G. (2009a). A conceptual analysis of five measures of metacognitive monitoring. Metacognition and Learning, 4, 33–45.
Schraw, G. (2009b). Measuring metacognitive judgments. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 415–429). New York: Routledge.
Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460–475.
Schraw, G., & Impara, J. C. (Eds.). (2000). Issues in the measurement of metacognition. Lincoln: Buros Institute of Mental Measurements.
Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7, 351–371.
Schraw, G., & Nietfeld, J. (1998). A further test of the general monitoring hypothesis. Journal of Educational Psychology, 90, 236–248.
Schraw, G., Dunkle, M. E., Bendixen, L. D., & Roedel, T. D. (1995). Does a general monitoring skill exist? Journal of Educational Psychology, 87, 433–444.
Schraw, G., Bendixen, L. D., & Dunkle, M. E. (2002). Development and validation of the Epistemic Belief Inventory (EBI). In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: the psychology of beliefs about knowledge and knowing (pp. 261–275). Mahwah: Erlbaum.
Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: metacognition as part of a broader perspective on learning. Research in Science Education, 36, 111–139.
Schraw, G., Kuch, F., & Gutierrez, A. P. (2013). Measure for measure: calibrating ten commonly used calibration scores. Learning and Instruction, 24, 48–57.
Tarricone, P. (2011). The taxonomy of metacognition. New York: Psychology Press.
Acknowledgments
I am grateful to Lisa Bendixen, Jo Lunn, Matt McCrudden, John Nietfeld, Markeya Peteranetz, Rayne Sperling, and Pina Tarricone for feedback on an earlier draft.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Moshman, D. Metacognitive Theories Revisited. Educ Psychol Rev 30, 599–606 (2018). https://doi.org/10.1007/s10648-017-9413-7
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10648-017-9413-7