We examined the degree of convergence among self-regulated learning microanalysis, measures of metacognitive monitoring, and a self-regulated learning questionnaire during reading. Participants' reported strategy use during reading, as measured by self-regulated learning microanalysis, was significantly related to scores on a self-regulated learning questionnaire. Self-monitoring on the microanalytic protocol was significantly related to a measure of metacognitive monitoring as well as to participants' item-level confidence judgments. Participants who made strategy attributions for performance tended to have higher scores on the measure of reading comprehension. Strategic planning and strategy use during reading of the text also predicted comprehension. Implications and future directions for the study of self-regulated learning microanalysis are discussed. 相似文献
While research on metacognition, self-regulation and self-regulated learning is quite mature, these studies have been carried out with varying methodologies and with mixed results. This paper explores the ontological and epistemological assumptions of theories, models and methods used to investigate these three constructs to examine the underlying assumptions of all three. Using oft-cited theories and models of the three constructs along with highly cited studies identified in a previous review of these constructs, this paper examined facets of two popular frameworks: Cartesian-split-mechanistic tradition (CSMT) and the relational tradition specifically looking at the role of intra-individual development, the inclusiveness of categories and notions of causality in these theories, models and methods. While the theories and methods contained elements of both traditions, methods to investigate these constructs relied almost exclusively on assumptions from CSMT. Future directions for research include incorporating more studies examining intra-individual change and multiple notions of causality. Future directions for practice include better contextualisation of research results to strengthen the link between theory and practice. 相似文献
Previous research on peer tutoring has found that students sometimes benefit academically from tutoring other students. In
this study we combined quantitative and qualitative analyses to explore how untrained peer tutors learned via explaining and
responding to tutee questions in a non-reciprocal tutoring setting. In support of our hypotheses, we found that tutors learned
most effectively when their instructional activities incorporated reflective knowledge-building in which they monitored their own understanding, generated inferences to repair misunderstandings, and elaborated upon the
source materials. However, tutors seemed to adopt a knowledge-telling bias in which they primarily summarized the source materials with little elaboration. Tutors’ reflective knowledge-building activities,
when they occurred, were more frequently elicited by interactions with their tutee. In particular, when tutees asked questions
that contained an inference or required an inferential answer, tutors’ responses were more likely to be elaborative and metacognitive.
Directions for future research are also discussed. 相似文献
Metacognition is considered by most educationists as an element necessary for many cognitive tasks. In problem solving, it has been said that possessing knowledge alone is insufficient and problem solvers need to exhibit high level cognitive skills like “self-regulation skills” (also known as metacognitive strategies) for successful problem solving.
A study on students' metacognitive strategies was carried out with over a thousand secondary and pre-university students from 12 schools. A questionnaire adapted from Biggs (1987) was administered to students at various levels (Secondary 2, Secondary 4, Pre-University 1), from different academic tracks (General, Science, Arts) and academic streams (Special, Express, and Normal). They were required to self-report on their metacognitive beliefs; their use of metacognitive strategies in mental tasks involving memory, problem solving and comprehension; and their attitudes towards the learning of various academic subjects. 20 items from the questionnaire which were related to problem solving were categorized into four stages, namely, orientation, organisation, execution and verification and data from these items were analysed.
Some findings that emerged were:
(a) Normal stream students exhibited a lower usage of metacognitive strategies as compared to students from the Express and Special streams.
(b) Metacognitive strategies used by Normal stream students tended to be of the “surface” type.
(c) There was no significant difference in the frequency of usage of metacognitive strategies between students from different academic tracks.
(d) During the problem solving process, students spent most time on evaluation of answers rather than on monitoring their understanding.
(e) Students from different levels (Secondary 2, Secondary 4 and Pre-University) exhibited similar frequency of usage of metacognitive strategies in problem solving.
The implications of these findings on future research and development projects as well as the teaching of metacognitive strategies are discussed in the paper.
A new computerized environment introducing a variety of metacognitive support mechanisms (MSMs) in different phases of the problem-solving process was designed to influence students' transfer from solving structured problems (near transfer) to solving open-ended problems (far transfer). Two hundred and thirty one students (aged 13–14 years) were randomly drawn from 14 classes. Each class was randomly assigned to one of four groups, and three groups randomly received MSMs: Group A received MSMs during each problem-solving phase and at the conclusion of the problem-solving process; Group B received MSMs only during each problem-solving phase; Group C received MSMs after the conclusion of the problem-solving process. The fourth Group D did not receive any MSM (control group). Results indicated that the MSMs administered to the experimental groups were significantly effective for the development of near and far transfer on both the product and the process compared to the control group. 相似文献
This article describes the metacognitive processes in which good readers engage before, during, and after reading and the
strategies instruction that fosters these processes. Benchmark School, a school in Media, PA for struggling readers, is provided
as an example of how a grades 1–8, across-the-curriculum strategies program was developed based on the research of the late
1980s and early 1990s and continues to evolve in the 21st century as an evidence-based program. Examples of present-day, across-the-curriculum
strategies instruction are provided. 相似文献