The Effect of Metacognitive Knowledge on Local and Global Monitoring  

Oleh:

Schraw, Gregory

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Contemporary Educational Psychology vol. 19 no. 02 (Apr. 1994), page 143-154.
Topik: MONITORING; global monitoring; metacognitive knowledge

Ketersediaan

Perpustakaan PKPM Nomor Panggil: C15 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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This study investigated whether knowledge of cognition affects regulation of cognition. College students were assigned to one of three. Levels of monitoring ability based on pre-experimental self-report data and then completed a reading comprehension test in which they monitored their local (i.e. during testing) and global (i.e. after testing) performance. Self-appraised high monitors scored higher on a standardized reading comprehension test and were more confident and accurate when evaluating their test performance locally and globally compared to low monitors. Global monitoring scores improved significantly for high but not low monitors due in part to information acquired during testing. These results suggest that most college students possess metacognitive knowledge about their learning even though a large proportion does not use this knowledge to improve their on-line regulation of test performance.

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