It is now largely accepted that social and cultural factors have a significant impact on cognitive development in children. Piaget acknowledged the impact of social factors and peer interaction on cognitive development. However, there has been relatively little work on the impact of social and cultural factors on the development of metacognition in first-year university students. Using the Learning and study strategies inventory (LASSI) as a measure of metacognition, this study samples first-year undergraduates in Hong Kong (N = 1815) and identifies significant differences in metacognitive abilities between students living in their home environment and those who have moved away from their family and, in some cases, culture, to pursue undergraduate education. [Copyright of Educational Studies is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/03055690600850347]
