The effect of distributed monitoring exercises and feedback on performance, monitoring accuracy, and self-efficacy

Monitoring one’s own study processes accurately is important in self-regulated learning. This study compared a treatment (N = 45) and comparison class (N = 39) on the effects of monitoring exercises and feedback on calibration and test performance over a 16-week undergraduate course. Path analyses revealed a significant influence of the intervention on class performance, calibration, and self-efficacy. The results suggest the appropriateness of integrating distributed metacognitive exercises in class content and the fundamental role of monitoring ability in performance-based course outcomes and self-efficacy.

[1]  Hope J. Hartman.  Metacognition in Learning and Instruction , 2001 .

[2]  Gregory Schraw,et al.  The Effect of Metacognitive Knowledge on Local and Global Monitoring , 1994 .

[3]  H. Roeyers,et al.  Can offline metacognition enhance mathematical problem solving , 2003 .

[4]  Douglas J. Hacker,et al.  Metacognition in educational theory and practice. , 1998 .

[5]  Craig K. Enders,et al.  A Monte Carlo Comparison of Measures of Relative and Absolute Monitoring Accuracy , 2006 .

[6]  Frank M. Pajares,et al.  Self-Efficacy Beliefs in Academic Settings , 1996 .

[7]  B. Underwood.  Ten years of massed practice on distributed practice. , 1961 .

[8]  P. Pintrich,et al.  Motivational and self-regulated learning components of classroom academic performance. , 1990 .

[9]  Frank Pajares,et al.  Self-Efficacy Beliefs and General Mental Ability in Mathematical Problem-Solving , 1995 .

[10]  Rachel Brown,et al.  A Quasi-Experimental Validation of Transactional Strategies Instruction with Previously Low-Achieving, Second-Grade Readers. Reading Research Report No. 33. , 1995 .

[11]  D. Cross,et al.  Informed strategies for learning: a program to improve children's reading awareness and comprehension , 1984 .

[12]  Joseph P. Magliano,et al.  The Impact of Comprehension Instruction on the Calibration of Comprehension. , 1993 .

[13]  J. Metcalfe,et al.  Metacognition : knowing about knowing , 1994 .

[14]  E. Ghatala,et al.  Delusions about performance on multiple-choice comprehension tests. , 1988 .

[15]  D. Schunk.  Self-Efficacy and Education and Instruction , 1995 .

[16]  Gregory Schraw,et al.  The Effect of Knowledge and Strategy Training on Monitoring Accuracy , 2002 .

[17]  Jacob Cohen,et al.  Applied multiple regression/correlation analysis for the behavioral sciences , 1979 .

[18]  E. Ghatala,et al.  Sometimes Adults Miss the Main Ideas and Do Not Realize It: Confidence in Responses to Short-Answer and Multiple-Choice Comprehension Questions. , 1990 .

[19]  Victor R. Delclos,et al.  Effects of strategy monitoring and proactive instruction on children's problem-solving performance , 1991 .

[20]  M. Chi,et al.  The Nature of Expertise , 1988 .

[21]  Philip H. Winne,et al.  Studying as self-regulated learning. , 1998 .

[22]  Michael Pressley,et al.  Memory Development Between Two and Twenty , 1997 .

[23]  J. Frank Yates,et al.  Judgment and Decision Making , 1990 .

[24]  Michael Pressley,et al.  A componential analysis of the effects of derived and supplied strategy-utility information on children's strategy selections , 1986 .

[25]  Maria T. Potenza,et al.  Constraints on the Calibration of Performance , 1993 .

[26]  J. E. Maddux.  Self-efficacy, adaptation, and adjustment: Theory, research, and application. , 1995 .

[27]  Philip H. Winne,et al.  Exploring students’ calibration of self reports about study tactics and achievement , 2002 .

[28]  M. Graham,et al.  College adults are not good at self-regulation: A study on the relationship of self-regulation, note taking, and test taking , 2003 .

[29]  T. O. Nelson,et al.  Why investigate metacognition , 1994 .

[30]  P. David Pearson.  Handbook of reading research. , 1990 .

[31]  J. Osborne.  Notes on the use of data transformations. , 2002 .

[32]  Linda Bol,et al.  Test prediction and performance in a classroom context. , 2000 .

[33]  Christine B. McCormick,et al.  Metacognition and Learning , 2003 .

[34]  Michael Pressley,et al.  Self-Regulated Learning: Monitoring Learning From Text , 1990 .

[35]  M A Just,et al.  From the SelectedWorks of Marcel Adam Just 1990 What one intelligence test measures : A theoretical account of the processing in the Raven Progressive Matrices Test , 2016 .

[36]  R. R. Hunt,et al.  Fundamentals of Cognitive Psychology , 1993 .

[37]  K. Zabrucky,et al.  Effects of text difficulty and adults' age on relative calibration of comprehension. , 2002, The American journal of psychology.

[38]  Ruth H. Maki,et al.  Individual Differences in Absolute and Relative Metacomprehension Accuracy. , 2005 .

[39]  A. Bandura,et al.  Differential engagement of self-reactive influences in cognitive motivation , 1986, Organizational Behavior and Human Decision Processes.

[40]  Gregory Schraw,et al.  Metacognitive theories , 1995 .

[41]  B. Zimmerman,et al.  Self-regulated learning and academic achievement: Theory, research, and practice. , 1989 .

[42]  David J. Therriault,et al.  Accuracy of metacognitive monitoring affects learning of texts. , 2003 .

[43]  J. Metcalfe.  Metamemory: Theory and data. , 2000 .

[44]  T. O. Nelson,et al.  Gamma is a measure of the accuracy of predicting performance on one item relative to another item, not of the absolute performance on an individual item. Comments on Schraw (1995) , 1996 .

[45]  M. Pressley,et al.  Memory development between two and twenty (2nd ed.) , 1997 .

[46]  F. Craik,et al.  The Oxford handbook of memory , 2006 .

[47]  Elizabeth B. Bernhardt,et al.  Learning and comprehension of text , 1988 .

[48]  Colin Camerer.  Judgment and decision making, J. Frank Yates. Englewood Cliffs, New Jersey, Prentice-Hall inc. 1990 , 1991 .

[49]  J. Raven.  Advanced progressive matrices : sets I and II , 1962 .

[50]  A. Koriat.  Monitoring one's own knowledge during study : A cue-utilization approach to judgments of learning , 1997 .

[51]  A. Bandura.  Self-Efficacy: The Exercise of Control , 1997, Journal of Cognitive Psychotherapy.

[52]  W. Hoy,et al.  Socialization of Student Teachers , 1990 .

[53]  Philip H. Winne,et al.  Self-regulated learning viewed from models of information processing. , 2001 .

[54]  Gregory Schraw,et al.  Issues in the measurement of metacognition , 2000 .

[55]  G. Keren.  Calibration and probability judgements: Conceptual and methodological issues , 1991 .

[56]  R. Sternberg.  Metacognition, abilities, and developing expertise: What makes an expert student? , 1998 .

[57]  P. V. Meter,et al.  A Quasi-experimental Validation of Transactional Strategies Instruction with Low-Achieving Second-Grade Readers. , 1996 .

[58]  Gregory Schraw,et al.  Measures of feeling-of-knowing accuracy: A new look at an old problem , 1995 .

[59]  K. Stanovich,et al.  The domain specificity and generality of overconfidence: Individual differences in performance estimation bias , 1997 .

[60]  Arthur M. Glenberg,et al.  Calibration of comprehension. , 1985 .

[61]  P. Winne,et al.  Feedback and Self-Regulated Learning: A Theoretical Synthesis , 1995 .

[62]  L. Jacoby,et al.  Adult Egocentrism: Subjective Experience versus Analytic Bases for Judgment , 1996 .

[63]  Gregory Schraw,et al.  Test difficulty and judgment bias , 1994, Memory & cognition.

[64]  Hope J. Hartman.  Developing Students’ Metacognitive Knowledge and Skills , 2001 .

[65]  Forrest W. Young,et al.  Introduction to Multidimensional Scaling: Theory, Methods, and Applications , 1981 .