Generating keywords improves metacomprehension and self-regulation in elementary and middle school children

Bruin, Anique B. H. de; Thiede, Keith W.; Camp, Gino; Redford, Joshua S.

doi:10.1016/j.jecp.2011.02.005

Cited by 149 publications

(180 citation statements)

References 43 publications

(40 reference statements)

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“…Specifically, self-regulated students actively set goals and shift approaches flexibly (Wolters, 2011), apply appropriate learning strategies (Harris, Friedlander, Sadler, Frizzelle, & Graham, 2005;Meltzer, 2007), monitor their performance by seeking feedback on it and making appropriate adjustments in the future (Harris et al, 2005), evaluate their academic progress (De Bruin, Thiede, & Camp, 2011), seek out additional resources when needed to master content (Clarebout, Horz, & Schnotz, 2010;De Bruin et al, 2011), pursuit positive learning environment and manipulate them to satisfy their needs (Kolovelonis, Goudas, & Dermitzaki, 2011;Labuhn, Zimmerman, & Hasselhorn, 2010), and have higher academic self-efficacy (Labuhn et al, 2010).…”

Section: Self-regulation In Learning From a Self-determination Perspementioning

confidence: 99%

Metacognitive Knowledge and Metacognitive Regulation in Self-Regulatory Learning Style, and in Its Effects on Performance Expectation and Subsequent Performance across Diverse School Subjects

Στεφάνου¹,

Mpiontini²

2017

PSYCH

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This study aimed at examining: (a) students' metacognitive knowledge and metacognitive regulation when they are doing school work or homework, and their self-regulated learning style regarding the four different types of behavioral regulation: external, introjected, identified and intrinsic; and (b) the role of metacognition in self-regulated learning style, and in the impact of self-regulated learning style on performance expectations, and subsequent performance in the school subjects of language, mathematics and physical education. The sample comprised of 243 primary school students, fifth and sixth grades, boys and girls, who randomly came from 20 state primary schools of various regions of Greece. The participants completed the scales at the middle of a school year, while their school performance was estimated by the teachers. The results showed that: (a) the students used metacognitive knowledge (predominately, declarative) and metacognitive regulation (mainly, planning) at a moderate extent, and they reported a mixed profile of self-regulatory learning style, favoring identified; (b) metacognitive regulation, compared with metacognitive knowledge, was a more powerful formulator of regulatory learning styles, mainly intrinsic and identified; (c) metacognition explained a small percentage of variance of both performance expectations, beyond self-regulatory style, and performance, beyond the interactive effect of performance expectations and regulatory learning style, in both language and mathematics, while it had no significant unique contribution in physical education; (d) external regulation had negative contribution in school performance across the three school subjects, while intrinsic regulation

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Section: Self-regulation In Learning From a Self-determination Perspementioning

confidence: 99%

Metacognitive Knowledge and Metacognitive Regulation in Self-Regulatory Learning Style, and in Its Effects on Performance Expectation and Subsequent Performance across Diverse School Subjects

Στεφάνου¹,

Mpiontini²

2017

PSYCH

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“…In keeping with constructivist learning theory, students can engage in the process of developing their personalized keywords and annotations within the Zotero environment, which helps them to construct a better understanding of the literature being considered. This process of building a framework of knowledge around their chosen articles via keywords and reflections has been previously described as metacognitive monitoring [16,17].…”

Section: Discussionmentioning

confidence: 99%

Building student proficiency with scientific literature using the Zotero reference manager platform

Kim

2011

Biochem Molecular Bio Educ

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While mastery of the scientific literature is a strongly desirable trait for undergraduate students, the sheer volume of the current literature has complicated the challenge of teaching scientific literacy. Part of the response to this ever‐increasing volume of resources includes formal instruction in the use of reference manager software while engaging students with the primary literature. This article describes the incorporation of the reference manager program Zotero into a chemical literature course to facilitate the use of digital resources and to better enable them to use proper citation skills in their technical writing. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION Vol. 39, No. 6, pp. 412–415, 2011

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“…For example, self-regulation has a positive influence on the learning outcomes (Pintrich, 2000) as it helps students to apply better learning habits and improve their study skills (Wolters, 2011), use learning strategies to enhance academic outcomes (Harris, Friedlander, Sadler, Frizzelle, & Graham, 2005), monitor their performance (Harris et al, 2005), and evaluate their academic progress (De Bruin, Thiede & Camp, 2011). Consequently, self-regulation turns learners into independent ones.…”

Section: Review Of Related Literaturementioning

confidence: 99%

Self-Regulated Strategy Instruction for Developing Speaking Proficiency and Reducing Speaking Anxiety of Egyptian University Students

El-Sakka¹

2016

ELT

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The aim of this study was to investigate the effect of teaching some self-regulated strategies to Egyptian university students on improving their speaking proficiency and reducing their speaking anxiety. The design of the study was a one group pre-posttest quasi experimental design. Forty 3 rd -year EFL university students were selected to form the experimental group of the study. This experimental group was tested using the pre-post speaking test and speaking anxiety scale before and after being exposed to the self-regulated strategy treatment. The experiment lasted for three months during the first term of 2015-2016 academic year. Paired-samples t-test revealed significant differences between the pre-test and posttest of speaking proficiency as well as speaking anxiety in favor of the posttests. Additionally, a negative correlation was shown between speaking proficiency and speaking anxiety. It was concluded that teaching self-regulated strategies to university students was effective in developing their speaking proficiency and reducing their anxiety considerably.

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Generating keywords improves metacomprehension and self-regulation in elementary and middle school children

Abstract: This is an author-produced, peer-reviewed version of this article.

Cited by 149 publications

References 43 publications

Metacognitive Knowledge and Metacognitive Regulation in Self-Regulatory Learning Style, and in Its Effects on Performance Expectation and Subsequent Performance across Diverse School Subjects

Metacognitive Knowledge and Metacognitive Regulation in Self-Regulatory Learning Style, and in Its Effects on Performance Expectation and Subsequent Performance across Diverse School Subjects

Building student proficiency with scientific literature using the Zotero reference manager platform

Self-Regulated Strategy Instruction for Developing Speaking Proficiency and Reducing Speaking Anxiety of Egyptian University Students

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