Fifth graders metacognitive knowledge: general or domain-specific?

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The Relationship Between Intrinsic Motivation and Reading Comprehension: Mediating Effects of Reading Amount and Metacognitive Knowledge of Strategy Use (2019, background): “” The strategies presented vary in their effectiveness to deal with the learning situation, and the students are required to evaluate the usefulness of each strategy in relation to other presented strategies (Neuenhaus et al., 2011).”
Assessing metacognitive knowledge: Development and evaluation of a test instrument (2013, unknown): “However, as mentioned by Neuenhaus et al. (2011), the latter still have to be considered as speci ﬁ c with respect to the situations they refer to.”
The assessment of metacognition in children aged 4–16 years: a systematic review (2017, background): “…(KMA) Tobias and Everson (1996) 2 3 1 1 1 41.!Metacognitive Knowledge Questionnaire Metallidou and Vlachou (2010) 1 3 1 1 1 42.!Metacognitive Knowledge Test Neuenhaus et al. (2011) 1 2 1 1 43.!Metacognitive Questionnaire Okamoto and Kitao (1992) 1 2 1 1 44.!Metacognitive Skills and…”
Differences in students' metacognitive strategy knowledge, motivation, and strategy use: A typology of self-regulated learners (2016, background): “As shown by Neuenhaus et al. (2010), metacognitive strategy knowledge is to a certain degree domain specific.”