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ERIC Number: EJ1081603
Record Type: Journal
Publication Date: 2015-Dec
Pages: 34
Abstractor: As Provided
Reference Count: 77
ISBN: N/A
ISSN: ISSN-1556-1623
Improving Students' Science Text Comprehension through Metacognitive Self-Regulation When Applying Learning Strategies
Leopold, Claudia; Leutner, Detlev
Metacognition and Learning, v10 n3 p313-346 Dec 2015
In three experiments, students were trained to use strategies for learning from scientific texts: text highlighting (Experiment 1), knowledge mapping (Experiment 2), and visualizing (Experiment 3). Each experiment compared a control condition, cognitive strategy training, and a combined cognitive strategy plus metacognitive self-regulation training with a specific focus on the quality of cognitive strategy application. After the training, students applied the learning strategies as they studied scientific texts. Across experiments, the results indicated that the self-regulation component of the training helped the students to overcome the lack of efficacy of the cognitive strategy only training when it was not effective by itself: The highlighting-only group was outperformed by the control group (d?=?-1.25), but the combined highlighting-plus-self-regulation training reduced this negative effect (d?=?-0.21). The mapping-only group performed as well as the control group (d?=?-0.12), but the combined mapping-plus-self-regulation group outperformed the control group (d?=?0.76). The visualizing-only group outperformed the control group (d?=?0.72) as did the combined visualizing-plus-self-regulation group (d?=?0.78). Results suggest that cognitive learning strategies differ in their potential to induce deep versus surface processing of text contents. In addition, the metacognitive self-regulation component of the training enhanced students' performance when the cognitive strategy training was not effective by itself.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A