Exploring the Interplay between Attributions and Metacognitive Monitoring Ability in a Post-Secondary Classroom

Autor/inn/en	Spencer, Dan; Nietfeld, John L.; Cao, Li; Difrancesca, Daniell
Titel	Exploring the Interplay between Attributions and Metacognitive Monitoring Ability in a Post-Secondary Classroom
Quelle	In: Journal of Experimental Education, 91 (2023) 1, S.46-61 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Spencer, Dan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2021.1897773
Schlagwörter	Undergraduate Students; Metacognition; Progress Monitoring; Attribution Theory; Independent Study; Influences; Test Results; Accuracy; Ability + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Selbststudium; Influence; Einfluss; Einflussfaktor; Fähigkeit; Fertigkeit
Abstract	Understanding the development of self-regulated learning (SRL) in applied educational contexts is currently an important goal for researchers. There exists a relatively rich literature for most SRL components in isolation yet the field is lacking in understanding their coordination. This study examined the relationship between metacognitive monitoring and causal attributions in a classroom setting over the duration of an academic semester. Undergraduates (N = 193) enrolled in an educational psychology course provided monitoring judgments before and after four tests and also rated their attributional responses after each test. A number of interesting findings emerged. Attributions were not found to be significant predictors of subsequent judgments of monitoring accuracy. Monitoring accuracy measured with an absolute accuracy index yielded minimal significant relationships with attributional dimensions yet a prediction bias index was found to be associated with locus of causality, stability, and personal control and postdiction bias with external control, stability, and personal control. Finally, internal attributions led to higher performance, supporting prior literature, however more stable attributions were also related to higher performance, a finding not supported by prior literature. Findings and implications are discussed with regard to the facilitation of effective academic self-regulation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01