Abstract

Understanding the development of self-regulated learning (SRL) in applied educational contexts is currently an important goal for researchers. There exists a relatively rich literature for most SRL components in isolation yet the field is lacking in understanding their coordination. This study examined the relationship between metacognitive monitoring and causal attributions in a classroom setting over the duration of an academic semester. Undergraduates (N = 193) enrolled in an educational psychology course provided monitoring judgments before and after four tests and also rated their attributional responses after each test. A number of interesting findings emerged. Attributions were not found to be significant predictors of subsequent judgments of monitoring accuracy. Monitoring accuracy measured with an absolute accuracy index yielded minimal significant relationships with attributional dimensions yet a prediction bias index was found to be associated with locus of causality, stability, and personal control and postdiction bias with external control, stability, and personal control. Finally, internal attributions led to higher performance, supporting prior literature, however more stable attributions were also related to higher performance, a finding not supported by prior literature. Findings and implications are discussed with regard to the facilitation of effective academic self-regulation.

摘要

了解应用教育环境中自我调节学习 (SRL) 的发展是目前研究人员的一个重要目标。对于大多数孤立的 SRL 组件，存在相对丰富的文献，但该领域缺乏对它们协调的理解。本研究检验了一个学期期间课堂环境中元认知监测与因果归因之间的关系。本科生（N = 193) 参加了教育心理学课程，在四次测试前后提供了监控判断，并在每次测试后评估了他们的归因反应。出现了许多有趣的发现。未发现归因是后续监测准确性判断的重要预测因素。用绝对准确度指数衡量的监测准确度与归因维度的显着关系最小，但发现预测偏差指数与因果关系、稳定性和个人控制以及预测后偏差与外部控制、稳定性和个人控制的轨迹相关。最后，内部归因导致更高的绩效，支持先前的文献，但是更稳定的归因也与更高的绩效相关，这一发现没有得到先前文献的支持。