This paper addresses the nature and significance of productive engagement in cognitive activity and metacognitive regulation in collaborative learning tasks that involve complex scientific knowledge. A situative framework, combining the constructs of social regulation and content processing, provided the theoretical basis for the development of a…

This study explored the abilities of 5th, 8th, and 10th graders, and College students to reason logically about what they read. Both students' metacognitive behavior (looking back at previously read text) and their performance on logical deduction questions were recorded and analyzed in a reading task. Conditional logic premises and deductive…

Epistemic beliefs have been considered as important components of the self-regulatory model; however, their relationships with self-regulated learning processes in the Internet context need further research. The main purpose of this study was to examine the relationships between Internet-specific epistemic belief dimensions and self-regulated…

The ability to monitor the status of one's own understanding is important to accomplish academic tasks proficiently. Previous studies have shown that comprehension monitoring (metacomprehension accuracy) is generally poor, but improves when readers engage in activities that access valid cues reflecting their situation model (activities such as…

Learning from texts requires reflection on how far one has mastered the material. Learners use such metacognitive processes to decide whether to engage in deeper learning activities or not. This article examines how the lexical surface of specialist concepts influences their mental representation. Lexical encodings that are the concise wordings of…

In theoretical models of self-regulated learning, calibration is one important component in successful learning. Two issues of calibration are explored. First, Nelson (1987) suggested the "G" (gamma) coefficient is the most appropriate measure of calibration (judgment accuracy) and rejected signal detection theory's "d'" statistic because data…

A number of authors have presented data that challenge the validity of self-report of strategy use or choice of strategy. We created a multiple-choice measure of students' strategy use based on the work of Kozminsky, E., and Kozminsky, L. (2001), and tested it with three samples as part of a series of studies testing the fit of the DIME model of…

Researchers often use measures of the frequency of self-regulated learning (SRL; Zimmerman, "American Educational Research Journal," 45(1), 166-183, 2000) processing as a predictor of learning gains. These frequency data, which are really counts of SRL processing events, are often non-normally distributed, and the accurate analysis of these data…

In two semester-long studies, we examined whether college students could improve their ability to accurately predict their own exam performance across multiple exams. We tested whether providing concrete feedback and incentives (i.e., extra credit) for accuracy would improve predictions by improving students' metacognition, or awareness of their…

The study investigated the influence of metacognition on critical thinking skills. It is hypothesized in the study that critical thinking occurs when individuals use their underlying metacognitive skills and strategies that increase the probability of a desirable outcome. The Metacognitive Assessment Inventory (MAI) by Schraw and Dennison…

Relations were examined between epistemic profiles, metacognition, problem solving, and achievement in the context of learning in an educational psychology course. Two hundred thirty-one university students completed self-report inventories reflecting their epistemic profiles and use of metacognitive strategies, and were epistemically profiled as…

The influence of homework experiences on students' academic grades was studied with 223 college students. Students' self-efficacy for learning and perceived responsibility beliefs were included as mediating variables in this research. The students' homework influenced their achievement indirectly via these two self-regulatory beliefs as well as…

Learners of all ages face complex decisions about how to study effectively. Here we investigated three such decisions made in concert--time allocation, ordering, and spacing. First, college students were presented with, and made judgments of learning about, 16 word-synonym pairs. Then, when presented with all 16 pairs, they created their own study…

A 2 x 2 quasi-experimental design was used to investigate the impact of extrinsic incentives and reflection on students' calibration of exam performance. We further examined the relationships among attributional style, performance, and calibration judgments. Participants were 137 college students enrolled in an educational psychology course.…