When dealing with complex conceptual systems, low-prior- knowledge learners develop fragmentary and incorrect understanding. To learn complex topics deeply, these learners have to (a) monitor understanding to detect flaws and (b) generate explanations to revise and repair the flaws. In this research we explored if the detection of a flaw in…

This article explores the effect of computerized scaffolding with different scaffolds (structuring vs. problematizing) on intra-group metacognitive interaction. In this study, we investigate 4 types of intra-group social metacognitive activities; namely ignored, accepted, shared and co-constructed metacognitive activities in 18 triads (6 control…

This study was conducted in order to examine the effects of the Know-Want-Learn (KWL) strategy on 6th graders' mathematics achievement, metacognitive skills and mathematics anxiety. A pretest-post test control group quasi- experimental design was used in the study. The sample of the study was composed of 55 6th graders attending public…

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…

Regulation of the learning process is an important condition for efficient and effective learning. In collaborative learning, students have to regulate their collaborative activities (team regulation) next to the regulation of their own learning process focused on the task at hand (task regulation). In this study, we investigate how support of…

The current research examined the effects of a critical thinking (CT) e-learning course taught through argument mapping (AM) on measures of CT ability. Seventy-four undergraduate psychology students were allocated to either an AM-infused CT e-learning course or a no instruction control group and were tested both before and after an 8-week…

This study aims at enhancing math learning and general self-regulation by supporting daily self-regulated learning during math homework. The authors use standardized diaries as a self-monitoring tool to support self-regulatory behaviour. Following the theory of self-monitoring, frequent self-monitoring of self-regulation will lead to an…

The purpose of this study was to examine the effects of self-evaluative standards and graphed feedback on calibration accuracy and performance in mathematics. Specifically, we explored the influence of mastery learning standards as opposed to social comparison standards as well as of individual feedback as opposed to social comparison feedback. 90…

In an experiment with 56 young adults, the hypothesis was tested that information about the format of an anticipated test improves metacognitive monitoring. Half of the participants were informed about the format of the test before they started studying a text about human genetics. The other half of the sample received the same information after…

The present study addressed two research questions: (a) the extent to which students who were exposed to meta-cognitive instruction are able to implement meta-cognitive processes in a delayed, stressful situation, in our case--being examined on the matriculation exam; and (b) whether students preparing themselves for the matriculation exam in…