Transfer of metacognitive skills in self-regulated learning: effects on strategy application and content knowledge acquisition

Abstract Metacognitive skills are often considered domain-general, therefore they have the potential to transfer across domains, subjects, and tasks. However, of metacognitive seldomly occurs spontaneously. Schuster et al., (2020) showed that training can beneficial effects on spontaneous near far skills. evidence skill resulting in superior acquisition content knowledge is pending. In present study we set out extend prior findings by investigating whether students benefit from not only regarding application but also learning tasks different distances. 243 fifth-grade were randomly assigned three conditions for first 15 weeks a school year: two hybrid (metacognitive one cognitive strategies) non-hybrid condition (cognitive strategies or motivation regulation only). For second year, all received involving new strategy. Spontaneous distances (near far) was tested after training. The effect measured once directly weeks. Results show supported scenarios both distance. had positive if near.