General knowledge monitoring as a predictor of in-class exam performance
General knowledge monitoring as a predictor of in-class exam performance
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DOI：
10.1111/j.2044-8279.2011.02038.x
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发表时间：
2012-09-01
影响因子：
3.7
通讯作者：
Dunlosky, John
中科院分区：
文献类型：
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作者：
Hartwig, Marissa K.;Was, Chris A.;Dunlosky, John
背景目前的自我调节学习理论预测学生监测准确性和成绩之间存在正相关：更准确地监测他们对特定材料的知识的学生有望更有效地调节他们随后对这些材料的学习，这反过来又会导致更高的考试成绩。目标。本研究进一步探讨了监测的准确性和性能之间的联系，通过调查是否监测的一组材料将预测性能的一组不同的材料。Sample.参与者是参加教育心理学课程的大学生（N= 379）。法学生监测的准确性在学期开始时进行了测量;监测任务涉及与课堂内容无关的材料（即，一般知识词汇）和与课堂内容相关的词汇（即，教育心理学（Educational Psychology）目标表现是学生在期末考试中的成绩。监测的准确性显着预测学生的期末考试成绩，即使监测任务和期末考试是基于不同的内容域的材料。此外，类相关（与无关）的材料在监测任务中没有提高监测准确性的预测效度，这表明域特异性监测技能和性能之间的关系的作用有限。结论.这项研究建立了一个关键的链接一般监测准确性和考试成绩在课堂设置。
Background. Current theories of self-regulated learning predict a positive link between student monitoring accuracy and performance: students who more accurately monitor their knowledge of a particular set of materials are expected to more effectively regulate their subsequent study of those materials, which in turn should lead to higher test performance. Aims. The present study further explored the link between monitoring accuracy and performance by investigating whether monitoring of one set of materials would predict performance on a different set of materials. Sample. The participants were college students (N= 379) enrolled in an educational psychology course. Method. Students monitoring accuracy was measured at the start of the semester; the monitoring task involved materials that were not related to class content (i.e., general knowledge vocabulary) and that were related to class content (i.e., terms from educational psychology). Target performance was students scores on the final exam. Results. Monitoring accuracy significantly predicted student performance on the final exam, even when the monitoring task and final test were based on materials from different content domains. Also, the class-related (vs. unrelated) materials in the monitoring task did not improve the predictive validity of monitoring accuracy, suggesting a limited role for domain specificity in the relationship between monitoring skill and performance. Conclusions. This study establishes a critical link between general monitoring accuracy and exam performance within a classroom setting.