The authors “conducted this exploratory study to situate an academic coaching model within theories of SRL and to examine academic coaching’s effects on undergraduate students’ metacognitive awareness. Results from the RCT indicated that both in-person and online academic coaching increased students’ use of metacognitive skills over the course of the intervention, which is a key component to engaging in and facilitating SRL processes. Students in both treatment conditions reported that they perceived the intervention to be helpful, that they would engage in academic coaching in the future, and that they would recommend academic coaching to their peers.” (p. 199)

Howlett, M., McWilliams, M., Rademacher, K., O’Neill, J., Maitland, T., Abels, K., Demetriou, C., & Panter, A. (2021). Investigating the Effects of Academic Coaching on College Students’ Metacognition. Innovative Higher Education. Vol 46:189–204. https://doi.org/10.1007/s10755-020-09533-7