Leveraging Metacognitive Approaches to Improve Educational Performance

Soroosh, Zeynab; Ebrahimighavam, ُSoghra; Pourhosein, Mahshid

doi:10.22034/iepa.2025.526880.1537

Leveraging Metacognitive Approaches to Improve Educational Performance

Document Type : Original Article

Authors

Zeynab Soroosh ¹

ُSoghra Ebrahimighavam ²

Mahshid pourhosein ³

¹ PhD student in Educational Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabatabaei University, Tehran, Iran

² Associate Professor, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran, Iran.

³ PhD in Organizational Behavior and Human Resources, Yazd University, Iran

https://doi.org/10.22034/iepa.2025.526880.1537

Abstract

ABSTRACT
Objective: The purpose of this study was to investigate the impact of metacognitive strategies on improving educational processes. The study focused on reviewing prior research to highlight the effectiveness of these strategies in enhancing students' learning and academic performance. Specifically, it emphasized the roles of teachers, learners, and curriculum in this context.
Method: The present study employed a systematic review methodology, following a narrative structure. The review process adhered to the four-stage model proposed by Okoli and Schabram (2015), with the second stage involving Silva’s (2015) selection procedure for article inclusion. A total of 50 scholarly articles were systematically reviewed, sourced from international databases such as Google Scholar, ScienceDirect, JSTOR, Springer, ProQuest, and ERIC, as well as national databases, including IranDoc, Magiran, Noormags, and SID database.
Results: The findings of this study revealed several key results: 1) For learners, metacognitive strategies were found to significantly enhance academic performance, motivation, self-efficacy, reading comprehension, and problem-solving skills.2) For teachers, metacognitive awareness contributed to more effective classroom management, reflective teaching practices, and the ability to adapt instruction to students’ needs.3) For curriculum design, the integration of metacognitive strategies into learning objectives, teaching methods, assessments, and content areas led to improved instructional quality and adaptability.
Conclusions The study concluded that metacognitive strategies are essential not only for fostering self-regulated learners but also for improving instructional quality and promoting educational equity. The research recommends embedding explicit metacognitive training into teacher education programs and curriculum frameworks to support sustainable, student-centered learning environments.

Keywords

Keywords: Metacognition

Metacognitive Strategies

Educational Processes

Learning

Academic Performance

Subjects

Learning

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