Several meta‐analyses have highlighted the importance of metacognitive strategies in learning (e.g., Dignath, Büttner, & Langfeldt, 2008). Students who apply metacognitive strategies to cognitive strategies learn more successfully (Leopold & Leutner, 2015). Since metacognitive strategies remain the same for every learning situation, one can assume that they are transferrable to every cognitive ... [Show full abstract] strategy. However, only very little is known about whether and how learners transfer metacognitive strategies to new cognitive strategies (Boekaerts & Cascallar, 2006). If transfer occurs, it is expectable that the strategy application of the newly learned cognitive strategy will be increased. Accordingly, the
purpose of this study was to answer the question whether students are able to transfer metacognitive strategies to a new cognitive strategy.