One key area of the learning sciences that educational psychology contributes to is metacognition—the awareness and regulation of one’s own thinking processes. Educational psychology provides evidence that learners who reflect on their understanding, monitor their progress, and adjust strategies perform better academically (Flavell, 1979; Schraw & Dennison, 1994). Through theories such as self-regulated learning and constructivism, it explains that knowledge is actively built through reflection, feedback, and adaptive effort. For example, Zimmerman’s theory of self-regulated learning emphasizes that students become more effective when they plan, monitor, and evaluate their learning activities.

Evidence from cognitive and neuroeducational research supports these ideas: studies show that when learners use metacognitive strategies—like self-questioning or summarizing—they retain knowledge longer and apply it more flexibly (Dunlosky & Rawson, 2012). Thus, educational psychology not only describes what learning looks like but also explains why and how learners grow through productive struggle, self-awareness, and strategic effort.