Self-Monitoring and Self-Regulation of University Students in Text Comprehension
Many empirical researches and theoretical studies of the topics regarding the interconnection of the processes of student higher education, self-regulated learning, studying motivation and outcomes, text comprehension have been executed in psychology. However, comparatively small part of them has been connected with text comprehension of the students during educational process, especially the cognitive and metacognitive aspects of it. In this article, a phenomenon of metamemory and its role in self-regulated learning and development of text comprehension skills of students have been characterized. We have determined the direction for future research of self-regulated learning and metacognitive processes in the students’ text comprehension activities and their effective use in the educational process. Study of the metagognitive aspects of self-regulation and metamemory will help to improve self-monitoring and self-regulation of students’ training activity in text comprehension.
The article characterizes the term of the metamemory phenomenon and its role in the process of self-regulated training and development of text comprehension skills. We have also distinguished possible directions of future researches in self-regulated training and metacognitive processes of students’ activity that is connected with text comprehension as well as with their efficient usage in the teaching process. The necessity of metamemory learning and the process of knowledge transmission in the monitoring-regulation-learning cycle have been distinguished. Theoretical model of metacognitive combination of metacognitive and cognitive processes such as sense of knowledge, metamemory judgments and their categories have been investigated. The conclusions about necessity of the future advanced study of the metamemory phenomenon and students’ training process self-regulation in text comprehension have been made. Possible directions of future researches in metacognition and self-regulation of university students’ studying activity in text comprehension as well as their efficient implementation into the teaching process have been determined.
Balashov, E. (2017). Psihologіchnі osoblivostі ta mekhanіzmi samoregulyacіi v navchalnіj dіyalnostі studentiv [Psychological Characteristics and Mechanisms of Self-Regulation in Educational Activities of Students]. Naukovі zapiski Nacіonalnogo unіversitetu «Ostrozka akademіya». Serіya: Psihologіya – Scientific Notes of National University «Ostroh Academy». Series: Psychology, 5, 5–13 [in Ukrainian].
Boekaerts, M., & Rozendaal, J.S. (2010). Using multiple calibration indices in order to capture the complex picture of what affects students’ accuracy of feeling of confidence. Learning and Instruction, 20(5), 372–382. doi:10.1016/j.learnin-struc.2009.03.002.
Butler, D.L., & Winne, P.H. (1995). Feedback and self-regulated learning: a theoretical synthesis. Review of Educational Research, 65, 245–281. doi: 10.2307/1170684
DeBruin, A.B.H., Thiede, K.W., Camp, G., & Redford, J. (2011). Generating keywords improves metacomprehension and self-regulation in elementary and middle schoolchildren. Journal of Experimental Child Psychology, 109(3), 294–310. doi: 10.1016/j.jecp.2011.02.005
Dunlosky, J., & Ariel, R. (2011). Self-regulated learning and the allocation of study time. Psychology of Learning and Motivation, 54, 103–140. doi: 10.1016/B978-0-12-385527-5.0004-8
Dunlosky, J., & Hertzog, C. (1998). Training programs to improve learning in later adulthood: Helping older adults educate themselves. In D.J. Hacker, J. Dunlosky & A.C. Graesser (Eds.), The educational psychology series. Metacognition in educational theory and practice (pp. 249–275). Mahwah, NJ, US : Lawrence Erlbaum Associates Publishers.
Dunlosky, J., & Rawson, K.A. (2012). Undercondence produces underachievement: In accurate self-evaluations undermine students’ learning and retention. Learning and Instruction, 22, 271–280, doi: 10.1016/j.learninstruc.2011.08.003
Efklides, A. (2012). How readily can findings from basic cognitive psychology research be applied to the classroom? Learning and Instruction, 22, 290–295. doi: 10.1016/j.learninstruc.2012.01.001
Flavell, J.H. (1976). Metacognitive aspects of problem solving. In L.B. Resnick (Ed.), The nature of intelligence (pp. 231–236). Hillsdale, NJ : Erlbaum.
Flavell, J.H. (1979). Metacognition and cognitive monitoring: a new area of cognitive-developmental inquiry. American Psychologist, 34, 906–911. doi: 10.1037/0003-066X.34.10.906
Goodman, L.A., & Kruskal, W.H. (1959). Measures of association for cross classifications. Part II. Journal of the American Statistics Association, 52, 123–163. doi: 10.2307/2281536
Hart, J.T. (1965). Memory and the feeling-of-knowing experience. Journal of Educational Psychology, 56, 208–216. doi: 10.1037/h0022263
Hertzog, C., & Touron, D.R. (2011). Age differences in memory retrieval shift: governed by feeling-of-knowing? Psychology and Aging, 26(3), 647–660. doi: 10.1037/a0021875
Kalmykova, L. (2012). Dіyalnіsna psiholіngvіstika L.S. Vigotskogo [Actional psycholinguistics of L.S. Vygotskyi]. Psiholіngvіstika – Psycholinguistics, 9, 62–70 [in Ukrainian].
Koriat, A. (2012). The relationships between monitoring, regulation and performance. Learning and Instruction, 22(4), 296–298. doi: j.learninstruc.2012.01.002
Labuhn, A.S., Zimmerman, B.J., & Hasselhorn, M. (2010). Regulation and mathematics performance: The influence of feedback and self-evaluative standards. Metacognition and Learning, 5(2), 173–194.
Metcalfe, J., & Finn, B. (2012). Hyper correction of high condence errors in children. Learning and Instruction, 22, 253–261, doi: 10.1016/j.learninstruc.2011.10.004
Nelson, T.O., & Narens, L. (1994). Why investigate metacognition? In J. Metcalfe & A.P. Shimamura (Eds.), Metacognition: Knowing about knowing (pp.1–25). Cambridge, MA : MITPress.
Pasichnyk, I., Kalamazh, R., & Avgustiuk, M. (2017). The Illusion of Knowing from Perspective of Metacognitive Monitoring Accuracy of Educational Activity of University Students. Psychologiczne Zeszyty Naukowe: Półrocznik Instytutu Psychologii Uniwersytetu Zielonogórskiego, 1, 89–102.
Pieschl, S., Stahl, E., Murray, T., & Bromme, R.(2012). Is adaptation to task difficulty really beneficial for performance? Learning and Instruction, 22, 281–289. doi: 10.1016/j.learninstruc.2011.08.005
Pintrich, P. R., & Zusho, A. (2002). The development of academic self-regulation: The role of cognitive and motivational factors. In A. Wigfield & J. Eccles (Eds.), Development of achievement motivation (pp. 249-284). San Diego, CA : Academic Press. doi: 10.1016/B978-012750053-9/50012-7
Redford, J., Thiede, K., Wiley, J., & Grifn, T. (2012). Concept mapping improves metacomprehension accuracy in 7th graders. Learning and Instruction, 22, 262–270. doi: 10.1016/j.learninstruc.2011.10.007
Roebers, C.M., Schmidt, C., & Roderer, T. (2009). Metacognitive monitoring and control processes in primary schoolchildren’s test performance. British Journal of Educational Psychology, 79, 479–767. doi: 10.1348/978185409X429842
Schunk, D., & Zimmerman, B. (2007). Influencing children’s self-efficacy and self-regulation of reading and writing through modeling. Reading & Writing Quarterly, 23(1), 7–25.
Thomas, A.K., Bulevich, J.B., & Dubois, S.J. (2011). Context affects feeling-of-knowing accuracy in younger and older adults. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37(1), 96–108. doi: 10.1037/a0021612
Van Overschelde, J.P. (2008). Metacognition: knowing about knowing. In J. Dunlosky & R.A. Bjork (Eds.), Handbook of metamemory and memory (pp. 47–71). New York : Psychology Press.
Vidal-Abarca, E., Mana, A., & Gil, L. (2010). Individual differences for self-regulating task-oriented reading activities. Journal of Educational Psychology, 102, 817–826. doi: 10.1037/a0020062
Voloshyna, V., Johnsson, F.U., & Kalamazh, R. (2012). Metapam’yatievі sudzhennya ta kognіtivnі procesi, shcho lezhat v ih osnovі [Metamemory judgements and cognitive processes to their underlying cognitive processes]. Naukovі zapiski Nacіonalnogo unіversitetu «Ostrozka akademіya». Serіya: Psihologіya – Scientific Notes of National University «Ostroh Academy». Series: Psychology, 20, 78–84 [in Ukrainian].
Winne, P. H. (2009). Self-regulated learning viewed from models of information processing. In B.J. Zimmerman & D.H. Schunk (Eds.), Self-regulated learning and academic achievement, (2 ed.) (pp. 153–189). New York : Routledge.
Wolters, C.A. (2011). Regulation of motivation: Contextual and social aspects. Teachers College Record, 113(2), 265–283.
Zimmerman, B. (2000). Self-efficacy: an essential motive to learn. Contemporary Educational Psychology, 25(1), 82–91.
Zimmerman, B. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183. doi: 10.3102/0002831207312909
Abstract views: 226 PDF Downloads: 180
This work is licensed under a Creative Commons Attribution 4.0 International License.