Training interventions for self-regulated learning foster the use of strategies and skills as well as their transfer to new learning tasks. Because cognitive strategies or motivation regulation strategies are task-specific, their transfer is limited. In contrast, metacognitive skills are task-general and transferable to a wide variety of learning tasks. Questions arise, therefore, as to whether students transfer metacognitive skills spontaneously and how to support metacognitive skill transfer. Previous research shows that hybrid training, which addresses both metacognitive skills and cognitive strategies, supports near transfer. However, it is not clear whether hybrid training also fosters far transfer of metacognitive skills. In investigating this research question, 233 fifth-grade students were randomly assigned to six different conditions: two hybrid-training conditions (metacognitive skills and one out of two cognitive strategies), two non-hybrid training conditions (“only” one out of two cognitive strategies), and two control training conditions (neither metacognitive skills nor cognitive strategies). After 15 weeks of training, transfer of metacognitive skills to learning tasks similar to training tasks (near transfer) was tested. In the following 15 weeks, all students received a second, non-hybrid training involving a new cognitive strategy. Far transfer of metacognitive skills to the new cognitive strategy was tested afterward. The results show that hybrid training, compared to non-hybrid and control training, improved both students’ near and far transfer of metacognitive skills. Moreover, cognitive strategy use increased in at least one of the hybrid-training conditions. However, since the level of metacognitive skills use remained low, further means to support transfer are discussed.

中文翻译：

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自我调节学习中元认知技能的转移：一项实验培训研究

自我调节学习的培训干预措施可以促进策略和技能的使用，以及将其转移到新的学习任务中。由于认知策略或动机调节策略是特定于任务的，因此它们的传递受到限制。相反，元认知技能是一般任务，可以转移到各种各样的学习任务上。因此，关于学生是否自发地转移元认知技能以及如何支持元认知技能转移的问题就出现了。先前的研究表明，混合训练同时解决了元认知技能和认知策略，支持近距离转移。但是，尚不清楚混合训练是否还能促进元认知技能的远距离转移。在调查此研究问题时，将233名五年级学生随机分配给六个不同的条件：两种混合训练条件（元认知技能和两种认知策略之一），两种非混合训练条件（两种认知策略中的“仅一种”）和两种对照训练条件（既不是元认知技能又不是认知策略）。训练15周后，测试了将元认知技能转移到类似于训练任务的学习任务中（转移附近）。在接下来的15周中，所有学生都接受了涉及新认知策略的第二次非混合训练。随后测试了元认知技能向新认知策略的远距离转移。结果表明，与非混合训练和对照训练相比，混合训练可提高学生元认知技能的近距离和远距离转移。此外，在至少一种混合训练条件下，认知策略的使用有所增加。