TY - JOUR
T1 - The role of feedback on students’ diagramming
T2 - Effects on monitoring accuracy and text comprehension
AU - Braumann, Sophia
AU - van de Pol, Janneke
AU - Kok, Ellen
AU - Pijeira-Díaz, Héctor J.
AU - van Wermeskerken, Margot
AU - de Bruin, Anique B.H.
AU - van Gog, Tamara
N1 - Funding Information:
The authors would like to thank Mirjam Moerbeek for her support with the power analyses for multilevel models, Anne Milder for transcribing the audio data, and Jonne Bloem, Jael Draijer, and Marloes van Dijk for helping to establish interrater reliabilities of the different coding schemes. This research was funded by a grant from the Netherlands Initiative for Education Research (project number 40.5.18300.024).
Publisher Copyright:
© 2023 The Author(s)
PY - 2024/3/1
Y1 - 2024/3/1
N2 - Accurate self-monitoring of text comprehension is critical for effective self-regulated learning from texts. Unfortunately, it has been repeatedly shown that students’ monitoring of their text comprehension is often inaccurate, which can subsequently lead to inaccurate regulation and ineffective restudy decisions. Previous research provided evidence that completing causal diagrams at a delay after text reading (i.e., diagramming) can help to improve students’ monitoring of text comprehension. However, even after diagramming, there is still substantial room for improvement. The current studies therefore aimed to test whether providing feedback in the form of a correctly completed diagram (i.e., performance standard) would further increase students’ monitoring accuracy. In Study 1, 79 participants (aged 18–23) made judgements of learning under four conditions: I. No-Diagram (control), II. Standard-Only, III. Diagramming-Only, or IV. Diagramming + Standard. In each condition, students studied a text, made a judgement of learning before and after the experimental tasks, and completed a comprehension test at the end of each of the (overall six) trials. Results showed that only Diagramming + Standard improved monitoring accuracy and text comprehension. In Study 2, 20 undergraduate students (aged 18–23) completed the Diagramming + Standard condition while their eye movements were tracked and subsequently replayed for cued retrospective verbal reporting. The findings suggest that students used the standards to identify mistakes and improve their monitoring and text comprehension.
AB - Accurate self-monitoring of text comprehension is critical for effective self-regulated learning from texts. Unfortunately, it has been repeatedly shown that students’ monitoring of their text comprehension is often inaccurate, which can subsequently lead to inaccurate regulation and ineffective restudy decisions. Previous research provided evidence that completing causal diagrams at a delay after text reading (i.e., diagramming) can help to improve students’ monitoring of text comprehension. However, even after diagramming, there is still substantial room for improvement. The current studies therefore aimed to test whether providing feedback in the form of a correctly completed diagram (i.e., performance standard) would further increase students’ monitoring accuracy. In Study 1, 79 participants (aged 18–23) made judgements of learning under four conditions: I. No-Diagram (control), II. Standard-Only, III. Diagramming-Only, or IV. Diagramming + Standard. In each condition, students studied a text, made a judgement of learning before and after the experimental tasks, and completed a comprehension test at the end of each of the (overall six) trials. Results showed that only Diagramming + Standard improved monitoring accuracy and text comprehension. In Study 2, 20 undergraduate students (aged 18–23) completed the Diagramming + Standard condition while their eye movements were tracked and subsequently replayed for cued retrospective verbal reporting. The findings suggest that students used the standards to identify mistakes and improve their monitoring and text comprehension.
KW - Causal diagramming
KW - Cue-utilization
KW - Cued retrospective report
KW - Eye-tracking
KW - Feedback standards
KW - Monitoring accuracy
KW - Text comprehension
U2 - 10.1016/j.cedpsych.2023.102251
DO - 10.1016/j.cedpsych.2023.102251
M3 - Article
SN - 0361-476X
VL - 76
JO - Contemporary Educational Psychology
JF - Contemporary Educational Psychology
M1 - 102251
ER -