Using strategy instruction and confidence judgments to improve metacognitive monitoring
Using strategy instruction and confidence judgments to improve metacognitive monitoring
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DOI：
10.1007/s11409-009-9042-8
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发表时间：
2009-08-01
影响因子：
3.3
通讯作者：
Nietfeld, John L.
中科院分区：
文献类型：
--
作者：
Huff, Jessica D.;Nietfeld, John L.
当前的自我调节学习模型强调在学习过程的所有阶段普遍需要元认知监控技能（Winne和Hadwin在《作为自我调节学习的学习》一书中）。D. J. Hacker， J. Dunlosky, & A. C. Graesser（主编），教育理论与实践中的元认知（第227-304页）。mawah, NJ: Erlbaum, 1998)。在本次调查中，我们考察了教五年级学生如何自我监控他们的理解和做出自信判断的影响。一个治疗班（N = 21）进行以过程为导向的理解监测训练，另一个治疗班（N = 24）同时进行以反应为导向的理解监测训练和监测准确性训练。研究结果显示，经过2周的教学，两个治疗班的学生都提高了他们的校准准确性，并且对测试成绩的信心高于两个比较班的学生（N = 47, N = 26）。然而，与其他三个班的学生相比，监测准确性训练班的学生在过度自信方面也表现出了显著的提高。讨论了在小学阶段整合理解监测训练的意义。
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.