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Regulating Accuracy on University Tests with the Plurality Option
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Higham, Philip A. – Learning and Instruction, 2013
A single experiment is reported in which introductory psychology students were administered a multiple-choice test on psychology with either 4 (n = 78) or 5 alternatives (n = 92) prior to any lectures being delivered. Two answers were generated for each question: a small answer consisting of their favorite alternative, and a large answer…
Descriptors: College Students, Student Evaluation, Psychology, Multiple Choice Tests
Overconfidence Produces Underachievement: Inaccurate Self Evaluations Undermine Students' Learning and Retention
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Dunlosky, John; Rawson, Katherine A. – Learning and Instruction, 2012
The function of accurately monitoring one's own learning is to support effective control of study that enhances learning. Although this link between monitoring accuracy and learning is intuitively plausible and is assumed by general theories of self-regulated learning, it has not received a great deal of empirical scrutiny and no study to date has…
Descriptors: Definitions, Memory, Underachievement, Metacognition
Understanding the Association between Future Time Perspective and Self-Regulated Learning through the Lens of Self-Determination Theory
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de Bilde, Jerissa; Vansteenkiste, Maarten; Lens, Willy – Learning and Instruction, 2011
The present cross-sectional research examined a process underlying the positive association between holding an extended future time perspective (FTP) and learning outcomes through the lens of self-determination theory. High school students and university students (N = 275) participated in the study. It was found that students with an extended FTP…
Descriptors: Student Motivation, Time Perspective, Anxiety, Metacognition
The Impact of Learning Journals on Metacognitive and Cognitive Processes and Learning Performance.
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McCrindle, Andrea R.; Christensen, Carol A. – Learning and Instruction, 1995
Forty college students in a first-year biology course were randomly assigned to a learning journal (experimental) or scientific report (control) group. Results showed that the experimental group used more metacognitive strategies and more sophisticated cognitive strategies during a learning task. (SLD)
Descriptors: Cognitive Processes, College Students, Higher Education, Journal Writing
The Relation between Intellectual and Metacognitive Skills from a Developmental Perspective
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Veenman, Marcel V. J.; Wilhelm, Pascal; Beishuizen, Jos J. – Learning and Instruction, 2004
The first objective of this study was to establish to what extent metacognitive skill development is associated with intelligence. As a second objective, the generality vs. domain-specificity of maturing metacognitive skills was investigated. Both issues have major implications for the training and transferability of metacognitive skills.…
Descriptors: Intelligence, Metacognition, Thinking Skills, Skill Development
Modelling and Coaching of Relevant Metacognitive Strategies for Enhancing University Students' Learning.
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Volet, Simone E. – Learning and Instruction, 1991
Results from an experiment with 28 experimental and 28 matched control college students taking a 13-week computer science course support the potential of modeling and coaching students in metacognitive strategies to enhance learning. The instructional method had significant long-term and short-term effects on cognitive and affective learning…
Descriptors: Affective Objectives, College Students, Comparative Analysis, Computer Science