Immediate and long-term transfer effect of metacognitive interventions in academic performance: a multi-level meta-analysis.

In a series of multi-level meta-analyses encompassing 16 studies from the past decade, analyzed data from 2323 elementary school students across 12 countries and 91 effect sizes, we examine both the immediate and long-term impacts of metacognitive training. The potential moderation effect of population, study, intervention and outcome characteristics was also evaluated, as well as potential publication bias in the available literature.