Interest and metacognitive word knowledge.

Abstract

It was hypothesized that students' metacognition would be enhanced on content that aroused situational interest or that was related to students' topic interests. A metacognitive evaluation procedure was used in which students estimated their word knowledge, which was then determined objectively by a multiple-choice vocabulary test. Students could then update their vocabulary knowledge by reading a passage dealing with heart disease in which all of the previously encountered words were defined explicitly or implicitly. With differences in prior knowledge controlled, nursing students, for whom the content was related to topic interests, made more accurate metacognitive judgments than did freshmen. None of the other main effects or interactions was significant. The implications of the findings for research on interest, its relationship to prior knowledge, and the assessment of metacognition are discussed.

Model Motivasi Trisula: Sintesis Baru Teori Motivasi Berprestasi

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Self-Regulated Learning in Web-Based Environments: Instructional Tools Designed to Facilitate Cognitive Strategy Use, Metacognitive Processing, and Motivational Beliefs

“…Research investigating strategies for facilitating self-monitoring should provide educators with important information that can be used to improve students' SRL. Despite wide agreement that adults generally monitor their performance relatively accurately (e.g., Schraw & Roedel, 1994;Tobias, 1995), research on prompting students to use existing metacognitive skills is rare.…”

Individual and Situational Interest: The Role of Gender and Skill

“…Situational interest primarily influences learning by inducing stronger attention to the learning material (Hidi, 1995) and by increasing persistence on the task (Tobias, 1995). The magnitude of the influence is determined by situational factors involved in the learning process and tasks.…”

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