Download full text
Download full text
ERIC Number: EJ1052046
Record Type: Journal
Publication Date: 2009-Oct
Abstractor: As Provided
Reference Count: 90
Contributions of Metacognitive and Self-Regulated Learning Theories to Investigations of Calibration of Comprehension
Stolp, Stephanie; Zabrucky, Karen M.
International Electronic Journal of Elementary Education, v2 n1 p7-31 Oct 2009
In this paper we examine the contributions of metacognitive and self-regulated learning theories to research on students' calibration of comprehension. Historically, cognitive psychologists have studied calibration of comprehension within a purely metacognitive framework, with an emphasis on the role of text and task factors but little consideration of factors of self. There has been a recent trend, however, towards incorporating a social cognitive perspective to the study of calibration of comprehension, with factors of self such as motivation and affect being examined more often. Among the factors of self that have been examined, self-efficacy has played a major role as it may be all but impossible to disentangle its influence on students' calibration of comprehension. Other variables of self that have been examined include ability, familiarity, ego and goal-orientation, goal setting, personality traits and susceptibility to social and cultural influences. Broadening the context in which calibration of comprehension is assessed allows a more complete examination of the rich set of interrelated processes that affect students' performance.
Descriptors: Metacognition, Learning Theories, Independent Study, Reading Comprehension, Accuracy, Social Cognition, Self Efficacy, Ability, Familiarity, Self Concept, Goal Orientation, Personality Traits, Social Influences, Cultural Influences, Students
International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: email@example.com; Web site: http://www.iejee.com
Publication Type: Journal Articles; Reports - Evaluative; Information Analyses
Education Level: N/A
Authoring Institution: N/A