One critical area within the learning sciences where educational psychology makes a significant contribution is metacognition—the ability to reflect on, monitor, and regulate one’s own thinking and learning processes.

Educational psychology has helped define metacognition as involving both metacognitive knowledge (understanding what strategies work best for learning) and metacognitive regulation (the ability to plan, monitor, and evaluate one’s learning). This concept is rooted in cognitive developmental theories and has been explored in depth by researchers such as Flavell (1979) and later expanded in the context of self-regulated learning by Zimmerman (2002).

Evidence shows that students who are taught metacognitive strategies—such as how to ask themselves reflective questions, set goals, or adjust strategies when something isn’t working—perform better academically. This is especially important in complex or novel tasks where rote memorization is insufficient.

For example, educational psychology research supports the use of think-aloud protocols, learning journals, and formative self-assessments to help learners become more aware of their thinking. These strategies are shown to improve transfer of learning—the ability to apply knowledge to new situations—and support lifelong learning.

In terms of interpretation, metacognition is closely related to constructivist theory and information processing models, which view learners as active agents in their own development. It also links to motivational theories, such as self-determination theory, because learners who feel autonomous are more likely to engage in metacognitive practices.

Ultimately, educational psychology provides both the theoretical grounding and the empirical tools to foster metacognitive awareness, making learning more intentional, effective, and adaptive across contexts