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Thiede, Keith W.; Redford, Joshua S.; Wiley, Jennifer; Griffin, Thomas D. – British Journal of Educational Psychology, 2017
Background: Self-regulated learning requires accurate monitoring and effective regulation of study. Little is known about how effectively younger readers regulate their study. Aims: We examined how decisions about which text to restudy affect overall comprehension for seventh-grade students. In addition to a "Participant's Choice"…
Descriptors: Middle School Students, Grade 7, Study Habits, Comprehension
Thiede, Keith W.; Wiley, Jennifer; Griffin, Thomas D. – British Journal of Educational Psychology, 2011
Background: Theory suggests that the accuracy of metacognitive monitoring is affected by the cues used to judge learning. Researchers have improved monitoring accuracy by directing attention to more appropriate cues; however, this is the first study to more directly point students to more appropriate cues using instructions regarding tests and…
Descriptors: Cues, Student Attitudes, Metacognition, Memory