Academic coaching is an increasingly prevalent form of student support in higher education, although empirical research on the intervention is relatively limited (Robinson, 2015 ). Academic coaching is intended to advance student learning, well-being, and success in a context external but complementary to the classroom (Richman, Rademacher, & Maitland, 2014 ; Robinson, 2015 ). This exploratory study used a randomized control trial design to investigate the effects of academic coaching on college students’ metacognition, a primary component of self-regulated learning. We recruited undergraduates who had not previously participated in academic coaching and randomly assigned them to three groups: in-person academic coaching, online academic coaching, and control. All participants completed a pre- and post-test instrument that included the Metacognitive Awareness Inventory (MAI; Schraw & Dennison, 1994 ). Results showed that students who received academic coaching had increased metacognition as measured by MAI subscales. Increases in metacognitive awareness occurred in both the in-person and online academic coaching conditions. However, repeated measures ANOVAs did not reveal differences between the three conditions. Overall preliminary results suggest that academic coaching may be a promising student support intervention for helping develop college students’ metacognition outside of the classroom environment.

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学业辅导对大学生元认知的影响研究

学术辅导是高等教育中越来越普遍的学生支持形式，尽管对干预的实证研究相对有限（Robinson，2015）。学术辅导旨在在课堂外部但与课堂互补的环境中促进学生的学习、幸福和成功（Richman、Rademacher 和 Maitland，2014 年；Robinson，2015 年）。这项探索性研究使用随机对照试验设计来调查学术辅导对大学生元认知的影响，元认知是自我调节学习的主要组成部分。我们招募了以前没有参加过学术辅导的本科生，并将他们随机分配到三组：面对面的学术辅导、在线学术辅导和控制。所有参与者都完成了包括元认知意识量表 (MAI; Schraw & Dennison, 1994) 的前测和后测工具。结果表明，按照 MAI 分量表的衡量，接受过学术指导的学生的元认知能力有所提高。在面对面和在线学术指导条件下，元认知意识都有所提高。然而，重复测量方差分析并未揭示三种条件之间的差异。总体初步结果表明，学术辅导可能是一种很有前景的学生支持干预措施，有助于在课堂环境之外培养大学生的元认知。在面对面和在线学术指导条件下，元认知意识都有所提高。然而，重复测量方差分析并未揭示三种条件之间的差异。总体初步结果表明，学术辅导可能是一种很有前景的学生支持干预措施，有助于在课堂环境之外培养大学生的元认知。在面对面和在线学术指导条件下，元认知意识都有所提高。然而，重复测量方差分析并未揭示三种条件之间的差异。总体初步结果表明，学术辅导可能是一种很有前景的学生支持干预措施，有助于在课堂环境之外培养大学生的元认知。