The effect of distributed monitoring exercises and feedback on performance, monitoring accuracy, and self-efficacy

Nietfeld, John L.; Cao, Li; Osborne, Jason W.

doi:10.1007/s10409-006-9595-6

Cited by 208 publications

(208 citation statements)

References 42 publications

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“…However, from the perspective of an interventionist or a practitioner, poor calibration or self-assessment skills can be used as a guide for instruction or intervention. Several researchers have discussed how interventions can be employed to enhance the accuracy with which students self-assess their performance capabilities and to help them become more aware of task demands and their own knowledge and skills [7,[69][70][71].…”

Section: Patterns Of Srl During Srep: Implications and Futurementioning

confidence: 99%

Examining the Correspondence between Self-Regulated Learning and Academic Achievement: A Case Study Analysis

Cleary

Platten

2013

Education Research International

107

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Four high school students received 11 weeks of a self-regulated learning (SRL) intervention, called the Self-Regulation Empowerment Program (SREP), to improve their classroom-based biology exam scores, SRL, and motivated behaviors. is mixed model case study examined the correspondence between shis in students' strategic, regulated behaviors with their performance on classroom-based biology tests. e authors used traditional SRL assessment tools in a pretest-posttest fashion (e.g., selfreport �uestionnaires, teaching rating scales) and gathered SRL data during the intervention using �eld note observations and contextualized structured interviews. is multidimensional assessment approach was used to establish convergence among the assessment tools and to facilitate interpretation of trends in students' biology test performance relative to their SRL processes. Key themes in this study included the following: (a) the close correspondence between changes in students SRL, biology exam performance, and SREP attendance; (b) individual variability in student performance, SRL behaviors, and beliefs in response to SREP; and (c) the importance of using a multi-dimensional assessment approach in SRL intervention research. Furthermore, this study provided additional support for the potential effectiveness of SREP in academic contexts.

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Section: Patterns Of Srl During Srep: Implications and Futurementioning

confidence: 99%

Examining the Correspondence between Self-Regulated Learning and Academic Achievement: A Case Study Analysis

Cleary

Platten

2013

Education Research International

107

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“…Metacognitive regulation activities are those thinking activities that students use to decide on learning contexts, to exert control over their processing and affective activities and to steer the course and outcomes of their learning (Vermunt & Verloop, 1999). Metacognitive monitoring skills are a core component within information processing models of self-regulation (Butler, 2002;Nietfeld, Cao, & Osborne, 2006).…”

Section: Metacognitive Awareness and Monitoring Of Cognitionmentioning

confidence: 99%

Process-oriented design principles for promoting self-regulated learning in primary teacher education

Vrieling

Bastiaens

Stijnen

2010

International Journal of Educational Research

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“…Given the importance of monitoring in metacognition, there is a need to increase the level of metacognitive monitoring in actual classroom practice (Nietfeld, Cao, & Osborne, 2006).…”

Section: Metacognitive Prompts For Supporting Scientific Readingmentioning

confidence: 99%

Context-based learning and metacognitive prompts for enhancing scientific text comprehension

Dori

Avargil

Kohen

et al. 2018

International Journal of Science Education

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Context-based learning (CBL), promoting students' scientific text comprehension, and fostering metacognitive skills, plays an important role in science education. Our study involves CBL through comprehension and analysis of adapted scientific articles. We developed a module which integrates metacognitive prompts for guiding students to monitor their understanding and improve their scientific text comprehension. We investigated the effect of these metacognitive prompts on scientific text comprehension as part of CBL in chemistry. About 670 high school chemistry students were randomly divided into three groups exposed to high-and low-intensity CBL. One of the high-intensity groups was also exposed to metacognitive prompts. Research tools included pre-and post-questionnaires aimed at measuring students' conceptual chemistry understanding and metacognitive knowledge in the context of reading strategies, before and after exposure to the CBL. Chemistry understanding was reflected by students' ability to identify the main subject of the adapted article and by explaining concepts both textually and visually. We found that high-intensity CBL combined with metacognitive prompts improved students' chemistry understanding of the adapted scientific articles and the ability to regulate their learning. Our study establishes that reading context-based adapted scientific articles advances students' conceptual chemistry understanding. These gains are strongly amplified by domain-specific metacognitive prompts. ARTICLE HISTORY

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The effect of distributed monitoring exercises and feedback on performance, monitoring accuracy, and self-efficacy

Cited by 208 publications

References 42 publications

Examining the Correspondence between Self-Regulated Learning and Academic Achievement: A Case Study Analysis

Examining the Correspondence between Self-Regulated Learning and Academic Achievement: A Case Study Analysis

Process-oriented design principles for promoting self-regulated learning in primary teacher education

Context-based learning and metacognitive prompts for enhancing scientific text comprehension

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