A Metacognitive Retrieval Practice Intervention to Improve Undergraduates' Monitoring and Control Processes and Use of Performance Feedback for Classroom Learning

Autor/inn/en	Cogliano, MeganClaire; Bernacki, Matthew L.; Kardash, CarolAnne M.
Titel	A Metacognitive Retrieval Practice Intervention to Improve Undergraduates' Monitoring and Control Processes and Use of Performance Feedback for Classroom Learning
Quelle	In: Journal of Educational Psychology, 113 (2021) 7, S.1421-1440 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cogliano, MeganClaire)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000624
Schlagwörter	Metacognition; Recall (Psychology); Self Management; Intervention; Training; Learning Strategies; Study Skills; Test Coaching; Scores; Performance Factors; Feedback (Response); Introductory Courses; Educational Psychology; Undergraduate Students; Public Colleges; Electronic Learning + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Abberufung; Selbstmanagement; Ausbildung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Studientechnik; Testverfahren; Leistungsindikator; Einführungskurs; Erziehungspsychologie; Pädagogische Psychologie
Abstract	The present study examined the effects of a classroom intervention on students' metacognitive monitoring of retrieval practice performance feedback and metacognitive control of future study decisions. A true experimental design was used to randomly assign 103 undergraduate students from an education course to trained (n = 49) and control (n = 54) conditions. The primary goals of this work were to examine whether training metacognitive monitoring and control skills for retrieval practice increases students' academic performance, their independent use of practice-testing, and the accuracy of the metacognitive monitoring judgments they make based on external feedback. During the semester, students completed a pre- and postmetacognitive awareness inventory (MAI), 10 practice-tests, 10 feedback monitoring assignments, and a cumulative final examination. The feedback assignments required students to identify areas of mastery (i.e., well-learned topics) and areas of weakness (i.e., yet-to-be-learned topics). In addition, students were asked to monitor the effectiveness of their current strategies (i.e., monitoring strategy use) and to select a study strategy for their examination preparation (i.e., control strategy decisions). Students who completed the metacognitive retrieval practice training scored higher on final exam items that were not previously quizzed, compared with the control group. In an overall mediation model, when all of the relations among metacognitive, control, and outcome variables were examined simultaneously, yet-to-be-learned monitoring accuracy had the strongest indirect effect of training on final examination performance for nonquizzed items. These findings suggest that monitoring feedback accurately from practice-tests is important and can be improved with training. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01