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 |
|---|---|
| Pages (from-to) | 236-249 |
| Number of pages | 14 |
| Journal | Contemporary Educational Psychology |
| Volume | 56 |
| DOIs | |
| Publication status | Published - 1 Jan 2019 |
Funding
We would like to thank all students who helped collecting the data, and Kirsten van Pelt and Anniek de Kort for their help in coding the students’ tests and diagrams. During the realization of part of this research the first author was funded by a Veni grant from the Netherlands Organization for Scientific Research awarded to the first author (grant number: 451-16-012 ). Appendix A
Keywords
- Metacognition
- Monitoring accuracy
- Regulation accuracy
- Self-regulated learning
- Teacher regulation