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Current theories of metacognition suggest that effective control of learning by either metacognitive or self-regulatory processes cannot occur without accurate monitoring of learning. Given this theoretical framework, there are questions of whether knowledge monitoring and self-regulated learning abilities are domain-specific or whether metacognitive processes, in particular knowledge monitoring ability, generalize across academic domains. This study examines that issue by exploring the correlations among measures of metacognitive knowledge, learning, and study strategies, and academic achievement across the domains of verbal ability and mathematics. Using parallel measures of knowledge monitoring in both the verbal and mathematical domains, 120 undergraduates estimated their metacognitive knowledge, reported their confidence in the accuracy of those estimates, and completed a self-report measure of learning and study strategies. Results suggest that metacognitive knowledge is generalizable across both the verbal and mathematical domains. The correlations between the two knowledge monitoring measures and students' confidence estimates were also in the expected directions. Moreover, both knowledge monitoring measures correlated with students' grade point averages. Correlations with subscales of the Learning and Study Strategies Inventory were not significant. Findings are discussed in the framework of current theory in metacognition and conceptions of strategic learning. An appendix shows multiple regression results. (Contains 1 table and 47 references.) (Author/SLD)

Descriptors: Higher Education, Knowledge Level, Learning Strategies, Mathematics Instruction, Metacognition, Models, Theory Practice Relationship, Transfer of Training, Undergraduate Students, Verbal Ability











Autor: Everson, Howard T.; And Others

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=12387&id=ED410262



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