An investigation of the role of contingent metacognitive behavior in self-regulated learning
An investigation of the role of contingent metacognitive behavior in self-regulated learning
复制标题
偶然元认知行为在自我调节学习中的作用的调查
DOI：
10.1007/s11409-014-9126-y
复制
发表时间：
2015
影响因子：
3.3
通讯作者：
J. A. Greene
中科院分区：
文献类型：
--
作者：
Banu Binbasaran Tuysuzoglu;J. A. Greene
研究表明，要实现对复杂科学主题的概念性理解，学习者需要使用自我调节学习（SRL）技能，特别是在使用超媒体学习环境（HLEs）学习时。Winne和Hadwin（2008）声称元认知是SRL的一个关键方面，特别是元认知监测和控制。本研究的目的是调查元认知监测之间的偶然关系[例如，学习判断（JOL）]和元认知控制（例如，策略改变）以及这些偶然事件是否预测了使用HLE学习循环系统。作为对元认知行为中偶然性的一种测量，我们考察了学习者在策略使用中的变化频率（即，适应性），或缺乏适应性（即，静态），当他们用言语表达消极的JOL时。结果表明，适应性元认知行为的频率与学习成绩正相关，静态元认知行为的频率与学习成绩负相关，且超过了先验知识的影响。这些研究结果表明，对未来的研究SRL的影响，以及帮助学习者认识到必要的应急元认知监测时，学习HLE的好处。
Studies have shown that, to achieve a conceptual understanding of complex science topics, learners need to use self-regulated learning (SRL) skills, particularly when learning with Hypermedia Learning Environments (HLEs). Winne and Hadwin (2008) claimed that metacognition is a key aspect of SRL, particularly metacognitive monitoring and control. The aim of this study was to investigate the contingent relationship between metacognitive monitoring [e.g., judgment of learning (JOL)] and metacognitive control (e.g., strategy change) and whether those contingencies predicted learning about the circulatory system using an HLE. As a measure of contingency in metacognitive behavior, we examined the frequencies of learners’ change in strategy use (i.e., adaptive), or lack thereof (i.e., static), when they verbalized a negative JOL. The results showed that the frequency of adaptive metacognitive behavior positively related to learning, and static metacognitive behavior negatively related to learning, above and beyond the effect of prior knowledge. These findings suggest implications regarding future research into SRL, as well as the benefits of helping learners to recognize the necessary contingency that follows from metacognitive monitoring when learning with HLEs.