This volume investigates the theoretical foundations of metacognition and its practical implementation within diverse educational environments. Edited by Douglas J. Hacker, John Dunlosky, and Arthur C. Graesser, the text synthesizes contributions from prominent scholars in cognitive psychology and education. It provides a structured framework for understanding how students monitor and regulate their own learning processes to improve academic outcomes.

Experts identify this work as a foundational reference for researchers and graduate students in educational psychology. Readers frequently note the academic density of the prose, which serves as a comprehensive resource for those studying the mechanics of student learning.