ABSTRACT

Research suggested that community college students struggle to find time to commit to classes and often lack learning strategies to balance school amidst conflicting life needs. This study explored the use of metacognitive monitoring training in a Success and Study Skills class. Learners who participated in the training described the process of study skills selection by incorporating terms common to established self-regulation models. . Learning performance increased in both the control and experimental group. Still, relative and absolute calibration accuracy (measured as the difference between judgments of learning and actual performance) showed similar results in both the control and experimental group. These findings contradict prior research indicating that general training in metacognitive strategies, may lead to improvement in calibration.

摘要

研究表明，社区大学生很难找到时间去上课，而且往往缺乏学习策略来平衡学校在相互冲突的生活需求中的平衡。本研究探讨了元认知监测培训在成功和学习技能课程中的使用。参加培训的学习者通过结合已建立的自我调节模型通用的术语来描述学习技能选择的过程。. 对照组和实验组的学习成绩都有所提高。尽管如此，相对和绝对校准精度（以学习判断与实际表现之间的差异衡量）在对照组和实验组中都显示出相似的结果。这些发现与先前的研究相矛盾，表明元认知策略的一般训练可能会导致校准的改进。