Enhancing students' metacognition, achievement and transfer between domains: Effects of the simulative “SRL-AIDE” parallel teacher–student program

Self-regulated learning (SRL) is a cyclical strategic process that helps learners achieve learning goals. It increases metacognitive awareness in different contexts, thus it can promote SRL transferability across domains: using SRL skills in different domains than the learned context. We examined the effects of a parallel SRL teacher–student program based on authentic, interactive, and dynamic experiences (AIDE) on metacognition, achievement, and transference between domains (language to math) among 313 students (ages 8–10), in two groups. The experimental group demonstrated higher gains than the control group (exposed to effective learning) in metacognition and academic achievement. Metacognition was found to mediated the association between group and academic achievement including transfer effect between domains. Implications for teacher–student parallel programs are discussed.