One important area of the learning sciences is metacognition—the ability of learners to reflect on and regulate their own thinking processes. Educational psychology provides strong evidence that students who use metacognitive strategies, such as self-monitoring and self-questioning, perform better academically (Zimmerman, 2002).

The concept of productive struggle is closely linked to metacognition. Struggling with a task encourages learners to reflect, adjust strategies, and build resilience. Vygotsky’s Zone of Proximal Development (ZPD) supports this idea, showing that learning occurs best when challenges are just beyond the learner’s independent abilities but achievable with support.

Evidence from cognitive psychology also shows that retrieval practice, spaced repetition, and reflection enhance long-term learning (Bjork & Bjork, 2011). Together, these findings highlight that productive struggle is not about making learning unnecessarily hard, but about providing the right level of challenge with guidance.

Educational psychology thus helps us see that metacognition and productive struggle are essential for deeper learning. They remind us that mistakes and effort are not signs of weakness, but pathways to growth.

References:

Bjork, R. A., & Bjork, E. L. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. Psychology and the Real World.

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70.

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.