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Direct linkSchraw, Gregory; Kuch, Fred; Gutierrez, Antonio P. – Learning and Instruction, 2013
This study examined the dimensionality of 10 different calibration measures using confirmatory factor analysis (CFA). The 10 measures were representative of five interpretative families of measures used to assess monitoring accuracy based on a 2 (performance) x 2 (monitoring judgment) contingency table. We computed scores for each of the measures…
Descriptors: Measurement, Scores, Factor Analysis, Accuracy
Koriat, Asher – Learning and Instruction, 2012
The articles in this Special Issue reflect the growing interest in applying laboratory-based research to educational settings. These articles highlight the contribution of metacognitive monitoring and self-regulation to effective learning and performance. At the same time, they illustrate the methodological and theoretical challenges involved in…
Descriptors: Theory Practice Relationship, Metacognition, Correlation, Self Management
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
Grau, Valeska; Whitebread, David – Learning and Instruction, 2012
The purpose of the present research was to advance the development of knowledge regarding social aspects of self-regulated learning (SRL). The study had the objective of exploring the occurrence of self and social aspects of regulation during collaborative activities within regular primary science classes. Through a multiple case study approach, 8…
Descriptors: Learning Activities, Social Environment, Self Management, Cooperative Learning
Kramarski, Bracha; Michalsky, Tova – Learning and Instruction, 2010
The present study investigated effects of two hypermedia environments on 95 preservice university teachers' self-regulated learning (SRL) in the context of technological pedagogical content knowledge (TPCK): hypermedia with metacognitive instruction (HYP + META) and without (HYP). The study combined online reflections with self-report measures to…
Descriptors: Preservice Teachers, Comprehension, Hypermedia, Metacognition
Dermitzaki, Irini; Leondari, Angeliki; Goudas, Marios – Learning and Instruction, 2009
This study aimed at investigating the relations between students' strategic behaviour during problem solving, task performance and domain-specific self-concept. A total of 167 first- and second-graders were individually examined in tasks involving cubes assembly and in academic self-concept in mathematics. Students' cognitive, metacognitive, and…
Descriptors: Academic Achievement, Self Concept, Problem Solving, Task Analysis
Prins, Fran J.; Veenman, Marcel V. J.; Elshout, Jan J. – Learning and Instruction, 2006
Three models representing different relations between intellectual ability, metacognitive skills, and learning were compared. The conditions under which each of these models holds were investigated, on the basis of the threshold of problematicity theory [Elshout, J. J. (1987). Problem solving and education. In E. De Corte, H. Lodewijks, R.…
Descriptors: Metacognition, Cognitive Ability, Models, Comparative Analysis
