Accuracy of metacognitive monitoring affects learning of texts.

Keith Thiede ^[1] ; Mary C. M. Anderson ^[2] ; David Therriault ^[3]
1. [1] Boise State University
  
  Boise State University
  
  Estados Unidos
2. [2] University of Illinois at Chicago
  
  University of Illinois at Chicago
  
  City of Chicago, Estados Unidos
3. [3] University of Florida
  
  University of Florida
  
  Estados Unidos
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Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 95, Nº. 1, 2003, págs. 66-73
Idioma: inglés
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Resumen
- Metacognitive monitoring affects regulation of study, and this affects overall learning. The authors created differences in monitoring accuracy by instructing participants to generate a list of 5 keywords that captured the essence of each text. Accuracy was greater for a group that wrote keywords after a delay (delayed-keyword group) than for a group that wrote keywords immediately after reading (immediate-keyword group) and a group that did not write keywords (no-keyword group). The superior monitoring accuracy produced more effective regulation of study. Differences in monitoring accuracy and regulation of study, in turn, produced greater overall test performance (reading comprehension) for the delayed-keyword group versus the other groups. The results are framed in the context of a discrepancy-reduction model of self-regulated study. (PsycINFO Database Record (c) 2016 APA, all rights reserved)