Abstract

Metacognitive monitoring skills are crucial for middle school students to improve academic performance and promote self-regulation. The current study examined the effect of social interaction on metacognitive monitoring training assessed by calibration accuracy measures and performance on comprehension items. Sixth-grade students (N = 84) assigned to competitive, cooperative, and individual conditions completed multiple-choice comprehension items and item-level confidence judgments for expository and narrative reading passages in eight sessions distributed over six weeks. Results indicated no improvement in monitoring accuracy due to classroom conditions. In contrast, overconfidence increased for students in the competitive condition across the intervention. However, students in the cooperative condition demonstrated higher comprehension on the final training passage relative to students in the other two conditions. In addition, text interest was positively related to students’ judgment accuracy in the cooperative and individual conditions but not in the competitive condition. This study underscores the importance of social context with regard to metacognitive processes and performance outcomes during classroom instruction.

摘要

元认知监控技能对于中学生提高学业成绩和促进自我调节至关重要。当前的研究检查了社交互动对元认知监控培训的影响，该培训通过校准准确性措施和对理解项目的表现进行评估。六年级学生（N = 84）分配给竞争，合作和个人条件的学生在六周内进行的八次会议中，完成了多项选择理解项和说明性和叙述性阅读段落的项级置信度判断。结果表明，由于教室条件的原因，监测准确性没有改善。相反，在整个干预过程中，学生在竞争条件下的过度自信增加了。但是，与其他两个条件下的学生相比，处于合作状态下的学生对最终培训的理解程度更高。此外，在合作和个人条件下，文字兴趣与学生的判断准确性正相关，而在竞争条件下则与学生的判断准确性正相关。