摘要：Metacognitive mechanisms are an essential component of teaching and learning processes in every discipline, because they make it possible for learners to monitor the knowledge acquired, implement optimal strategies to solve specific tasks, and assess the results of the activities carried out. Nevertheless, recent research in the field of motivated cognition has evinced that metacognitive functioning might be biased by motivational factors associated with individual beliefs or goals. This revision proposes that the metacognitive processes involved in historical understanding are especially susceptible to this type of motivational influence, by virtue of its epistemic characteristics and its social implications. This thesis is grounded in empirical evidence suggesting that ideological and identity commitments related to historical narratives can affect the way learners and experts monitor the quality of their understanding and control the application of their strategic knowledge when evaluating historical information.
