Abstract
For regulation of text learning to be effective, students need to accurately monitor their text comprehension. Similarly, to provide adaptive instruction, teachers need to accurately monitor and regulate students' text comprehension. Performing generative activities prior to monitoring has been suggested to provide students with diagnostic cues, improving monitoring accuracy; an open question is whether this would also help teachers. We investigated whether two generative activities, diagram completion and diagram drawing, improved secondary education students' (n = 248) monitoring and regulation accuracy of text comprehension (Experiment 1) and whether viewing students' diagrams improved teachers' (N = 18) monitoring and regulation of students' text comprehension (Experiment 2). Students' monitoring and teachers' regulation accuracy was higher in the diagramming conditions than in the no-diagramming condition. Students and teachers used diagnostic cues when judging students' text comprehension: Improving students' monitoring and teachers' regulation of students' text comprehension relies on improving accessibility of diagnostic cues.
Original language | English |
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Pages (from-to) | 236-249 |
Number of pages | 14 |
Journal | Contemporary Educational Psychology |
Volume | 56 |
DOIs | |
Publication status | Published - 1 Jan 2019 |
Keywords
- accuracy
- achievement
- beliefs
- competence
- completion
- improves metacomprehension
- judgments
- knowledge
- metacognition
- monitoring accuracy
- processing fluency
- regulation accuracy
- self-regulated learning
- teacher regulation
- worked example
- COMPETENCE
- PROCESSING FLUENCY
- Teacher regulation
- JUDGMENTS
- Monitoring accuracy
- WORKED EXAMPLE
- Self-regulated learning
- IMPROVES METACOMPREHENSION
- Metacognition
- KNOWLEDGE
- ACCURACY
- ACHIEVEMENT
- BELIEFS
- COMPLETION
- Regulation accuracy