Contributions of Metacognitive and Self-Regulated Learning Theories to Investigations of Calibration of Comprehension
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 th...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Kura Publishing
2009-10-01
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| Series: | International Electronic Journal of Elementary Education |
| Subjects: | |
| Online Access: | http://www.iejee.com/index.php/ojs/article/view/61/38 |
| _version_ | 1797916455360004096 |
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| author | Stephanie STOLP Karen M. ZABRUCKY |
| author_facet | Stephanie STOLP Karen M. ZABRUCKY |
| author_sort | Stephanie STOLP |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-04-10T12:58:27Z |
| format | Article |
| id | doaj.art-b1c3f50609a043318b765adcca314555 |
| institution | Directory Open Access Journal |
| issn | 1307-9298 |
| language | English |
| last_indexed | 2024-04-10T12:58:27Z |
| publishDate | 2009-10-01 |
| publisher | Kura Publishing |
| record_format | Article |
| series | International Electronic Journal of Elementary Education |
| spelling | doaj.art-b1c3f50609a043318b765adcca3145552023-02-15T16:13:22ZengKura PublishingInternational Electronic Journal of Elementary Education1307-92982009-10-0121731Contributions of Metacognitive and Self-Regulated Learning Theories to Investigations of Calibration of ComprehensionStephanie STOLPKaren M. ZABRUCKYIn 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.http://www.iejee.com/index.php/ojs/article/view/61/38CalibrationMetacognitionSelf-Regulated Learning |
| spellingShingle | Stephanie STOLP Karen M. ZABRUCKY Contributions of Metacognitive and Self-Regulated Learning Theories to Investigations of Calibration of Comprehension International Electronic Journal of Elementary Education Calibration Metacognition Self-Regulated Learning |
| title | Contributions of Metacognitive and Self-Regulated Learning Theories to Investigations of Calibration of Comprehension |
| title_full | Contributions of Metacognitive and Self-Regulated Learning Theories to Investigations of Calibration of Comprehension |
| title_fullStr | Contributions of Metacognitive and Self-Regulated Learning Theories to Investigations of Calibration of Comprehension |
| title_full_unstemmed | Contributions of Metacognitive and Self-Regulated Learning Theories to Investigations of Calibration of Comprehension |
| title_short | Contributions of Metacognitive and Self-Regulated Learning Theories to Investigations of Calibration of Comprehension |
| title_sort | contributions of metacognitive and self regulated learning theories to investigations of calibration of comprehension |
| topic | Calibration Metacognition Self-Regulated Learning |
| url | http://www.iejee.com/index.php/ojs/article/view/61/38 |
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