Students’ and teachers’ monitoring and regulation of students’ text comprehension: Effects of comprehension cue availability |
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| Institution: | 1. Department of Education, Utrecht University, PO Box 80.140, 3508 TC Utrecht, the Netherlands;2. School of Health Professions Education, Maastricht University, P.O. Box 616, 6200 MD Maastricht, the Netherlands;3. Department of Psychology, University of Bern, Fabrikstrasse 8, 3012 Bern, Switzerland |
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| Abstract: | For regulation of text learning to be effective, students need to accurately monitor their text comprehension. Similarly, to provide adaptive instruction, teachers need to accurately monitor and regulate students’ text comprehension. Performing generative activities prior to monitoring has been suggested to provide students with diagnostic cues, improving monitoring accuracy; an open question is whether this would also help teachers. We investigated whether two generative activities, diagram completion and diagram drawing, improved secondary education students’ (n = 248) monitoring and regulation accuracy of text comprehension (Experiment 1) and whether viewing students’ diagrams improved teachers’ (N = 18) monitoring and regulation of students’ text comprehension (Experiment 2). Students’ monitoring and teachers’ regulation accuracy was higher in the diagramming conditions than in the no-diagramming condition. Students and teachers used diagnostic cues when judging students’ text comprehension: Improving students’ monitoring and teachers’ regulation of students’ text comprehension relies on improving accessibility of diagnostic cues. |
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| Keywords: | Monitoring accuracy Regulation accuracy Metacognition Self-regulated learning Teacher regulation |
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