When studying verbal materials, both adults and children are often poor at accurately monitoring their level of learning and regulating their subsequent restudy of materials, which leads to suboptimal test performance. The present experiment investigated how monitoring accuracy and regulation of study could be improved when learning idiomatic…

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…

This study investigated how students collaborate in a CSCL environment and how this collaboration affects group performance. To answer these questions, the collaborative process of 101 groups of secondary education students when working on a historical inquiry task was analyzed. Our analyses show that group members devote most of their efforts to…

Self-regulated learning has been described as an adaptive process: students adapt their learning strategies for attaining different learning goals. In order to be adaptive, students must have a clear notion of what the task requirements consist of. Both trace data and questionnaire data indicate that students adapt study strategies in limited ways…

Current theory about writing states that the quality of (meta)cognitive processing (i.e. planning, text production, revising, et cetera) is, at least partly, determined by the temporal distribution of (meta)cognitive activities across task execution. Put simply, the quality of task execution is determined more by "when" activities are applied than…

We know that metacognitive students are successful in school (Sternberg "Instructional Science" 26:127-140, 1998). However, despite the recognition of the role of metacognition in student success, limited research has been done to explore teachers' explicit awareness of their metacognition and their ability to think about, talk about, and write…

How do epistemological attitudes and beliefs influence learning from text? We conceptualize epistemological attitudes and beliefs as components of metacognitive knowledge. As such, they serve an important function in regulating the use of epistemic strategies such as knowledge-based validation of information and checking arguments for internal…

The predictability of Internet-specific epistemic beliefs for self-regulated learning within Internet technologies was examined in a sample of 84 physics undergraduates. Dimensions of Internet-specific epistemic beliefs were found to explain unique variance in Internet-based search, help-seeking, and self-regulatory strategies, respectively.…

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…

A method for uncovering students' thinking about thinking, specifically their meta-strategic knowledge, is explored within the context of an ongoing, multi-year intervention designed to promote the development of students' thinking dispositions. The development of a concept-map instrument that classroom teachers can use and an analytic framework…

Low accuracy levels are often obtained when readers are asked to predict test performance over reading materials. Three investigations further explore the information readers use to make predictions during metacomprehension. Our results show that readers' estimates are influenced by factors such as their initial impression of the reading task,…