Using strategy instruction and confidence judgments to improve metacognitive monitoring |
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| Authors: | Jessica D Huff John L Nietfeld |
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| Institution: | (1) Friday Institute for Educational Innovation, North Carolina State University, 1890 Main Campus Drive, Campus Box 7249, Raleigh, NC 27695, USA;(2) North Carolina State University, Raleigh, NC, USA |
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| Abstract: | Current models of self-regulated learning emphasize the pervasive need for metacognitive monitoring skills at all phases of
the learning process (Winne and Hadwin in Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky, & A. C. Graesser
(Eds.), Metacognition in educational theory and practice (pp. 227–304). Mahwah, NJ: Erlbaum, 1998). In this investigation, we examined the impact of teaching 5th grade students how to self-monitor their comprehension and
make confidence judgments. One treatment class (N = 21) engaged in process-oriented comprehension monitoring training while the other (N = 24) engaged in both comprehension monitoring training and response-oriented monitoring accuracy training. Findings revealed
that students in both treatment classes improved their calibration accuracy and showed higher confidence on test performance
than students in two comparison classes (N = 47, N = 26) after 2 weeks of instruction. However, students in the monitoring accuracy training class also showed significant gains
in overconfidence in comparison to those in the other three classes. Implications for integrating comprehension-monitoring
training at the elementary school level are discussed.
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| Keywords: | Metacognition Monitoring Calibration Confidence judgments Strategy instruction Children Elementary |
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