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Self-regulated learning (SRL) is a central construct in education, especially in the context of the widespread use of instructional technologies. According to metacognition models (e.g., Nelson & Narens, 1994), the accuracy of monitoring plays a crucial role for effective regulation of one's cognition, behavior, and motivation as s/he strives to achieve academic performance. In other words, being able to make accurate metacognitive judgments during learning (e.g., judge if the information was sufficiently learned) is assumed to positively affect subsequent effort and strategic behaviors (Hadwin & Webster, 2013). From this perspective, calibration between students' judgments and their actual performance represents a metacognitive indicator for the need to regulate and adapt studying behavior (e.g., allocation of studying time; Metcalfe, 2009). Given the empirical evidence that many students have poor calibration skills (Graesser & McNamara, 2010), there is a need to prompt them to accurately monitor their metacognitive processes, which is expected to foster SRL and performance. Therefore, the purpose of this paper is to provide an overview of research on metacognitive judgments accuracy and, in particular, on how this accuracy impacts students' self-regulation as they learn using CBLEs. [ABSTRACT FROM AUTHOR]

The present paper aims to provide an overview of current research investigating the impact of childhood anxiety upon working memory paralleling the mounting evidence documenting this relationship in the adult literature. We review mostly behavioral evidence, but we also consider neurobiological data and theories where available. From a processing efficiency perspective developed by M. W. Eysenk and M. G. Calvo (1992), the documented detrimental effect of childhood anxiety on cognitive performance, in general, and academic performance, in particular, is thought to be mediated by the impact of anxiety-biased processes upon working memory processes, at both the level of storage and manipulation of information. This effect is proven to be present even in emotionally neutral tasks, therefore not only in those that manipulate the emotional arousal and valence of the stimuli. Still, even if we keep the focus on available research at the behavioral level, the data regarding the extent of the working memory transitory impairment in anxious children, as well as its exact target, that is the verbal, visual-spatial or executive component of working memory, remain controversial. We attempt an in-depth task-analysis indicating that outputs of current studies are not directly comparable. We propose further lines of investigation, considering specific developmental aspects; finally, some emergent implications for educational and clinical practice are delineated. [ABSTRACT FROM AUTHOR]