Recent empirical research has delved into various aspects of metacognition, self-regulated learning, and higher-order reading skills. Some of the notable research areas include:

1. Understanding learners' self-regulated learning (SRL) abilities in technology-enhanced learning environments (TELEs) and the role of metacognitive elements in enhancing cognitive skills.

2. Investigating the impact of metacognitive reading strategies on reading comprehension and performance. This includes exploring specific metacognitive strategies such as understanding and remembering, summarizing, and control strategy and their influence on reading.

3. Examining the relationship between motivation, metacognition, and academic achievement, with a focus on how these factors interact to impact students' learning outcomes.

4. Exploring the effectiveness of an online collaborative flipped classroom approach in enhancing English reading skills, with an emphasis on the significant role of metacognition in self-regulation within this context.

5. Studying the effects of metacognitive strategies on reading comprehension, aiming to gain a comprehensive understanding of how metacognition influences the higher-order reading skills of students.

These studies contribute to the growing body of empirical research that underscores the importance of metacognition and self-regulated learning in fostering higher-order reading skills among students.

It's important to note that while these research areas are indicative of recent studies, the field of educational psychology continues to evolve with ongoing research addressing the complex interplay between metacognition, self-regulated learning, and higher-order reading skills.

Sources

An Empirical Study on the Relationship between Cognition and Metacognition in Technology-Enhanced Self-Regulated Learning - MDPI(PDF) Self-regulated Learning Theory in Metacognitive-Based Teaching and Learning of High-Order Thinking Skills (HOTS) - ResearchGate[PDF] An Empirical Study on the Effect of Instruction on Metacognitive Strategies on EFL Reading Comprehension: The Case of Foundation-Level Students in Oman - ERICEffects of Self-Regulated Learning on Student's Reading Literacy: Evidence From Shanghai

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