This study examined the contribution of self-reported metacognitive regulation of reading to expository digital text comprehension in an e-learning environment, completed at home, instead of a class or lab. Two hundred and nineteen college students read and answered questions about two low previous knowledge hypertexts, and reported metacognitive activities during the comprehension tasks with a metacognitive inventory referred to the tasks just completed. They also completed a questionnaire about their Internet frequency use and experience. Verbal ability and working memory tests were administered in a lab session. Exploratory and confirmatory factor analyses defined two factors underlying the metacognitive scale, Global/Monitoring, including having in mind the task purpose, re-reading and paying attention to important or difficult parts, and Problem Solving in disorientation or lack of understanding, and the use of typography and navigation elements as comprehension aids. Metacognitive activity scores were neither associated with verbal ability nor Internet experience. Students with more verbal ability, more Global/Monitor metacognitive skills, and more Internet experience were more likely to correctly answer comprehension questions. Results are in line with previous studies in controlled settings and show the relevance of self-regulation for e-learning comprehension.

中文翻译：

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元认知调节有助于电子学习中的数字文本理解

这项研究检查了自我报告的阅读元认知调节对在家里而不是在课堂或实验室完成的电子学习环境中的说明性数字文本理解的贡献。219名大学生阅读并回答了有关两个较低的先前知识超文本的问题，并在理解任务中报告了元认知活动，其中元认知清单涉及刚刚完成的任务。他们还填写了有关其互联网频率使用和经验的调查表。口语能力和工作记忆测试在实验室进行。探索性和确认性因素分析定义了元认知范围的两个因素，即全局/监控，包括牢记任务的目的，重新阅读并关注重要或困难的部分，解决迷失方向或缺乏理解的问题，以及使用版式和导航元素作为理解的辅助手段。元认知活动分数与语言能力或互联网体验均无关。具有更多口头表达能力，更多全球/监控元认知技能和更多互联网经验的学生更有可能正确回答理解问题。结果与以前在受控环境中的研究一致，表明自我调节与电子学习理解的相关性。并且更多的Internet体验更有可能正确回答理解问题。结果与以前在受控环境中的研究一致，表明自我调节与电子学习理解的相关性。并且更多的Internet体验更有可能正确回答理解问题。结果与以前在受控环境中的研究一致，表明自我调节与电子学习理解的相关性。