Does Providing External Standards After Keyword Generation Improve Metacomprehension Accuracy and Regulation for High School Students?

IF 1.5 4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL
Julia Waldeyer, Julian Roelle
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引用次数: 3

Abstract

Abstract: Our study investigated whether comparing expert keywords after learners have generated keywords on their own improves relative metacomprehension accuracy for high school students – as found by Waldeyer and Roelle (2021 ) with university students. Moreover, we analyzed whether this potential improvement in metacomprehension accuracy in turn affects regulation decisions. We conducted an experiment with 142 high school students who read three expository texts and then were randomly assigned to one of two experimental conditions: (a) generation of keywords after reading and a comparison with expert keywords, or (b) generation of keywords after reading without comparison. We found that relative metacomprehension accuracy did not differ between the conditions. Also, regulation decisions were not affected by condition. Our findings are discussed with respect to limitations and implications.
在关键词生成后提供外部标准是否能提高高中生的元理解准确性和规则性?
摘要:我们的研究考察了Waldeyer和Roelle(2021)发现,学习者在自己生成关键词后比较专家关键词是否能提高高中生与大学生的相对元理解准确率。此外,我们分析了这种元理解准确度的潜在提高是否反过来影响调控决策。我们对142名高中学生进行了一项实验,他们阅读了三篇说明文,然后被随机分配到两种实验条件之一:(a)阅读后生成关键词并与专家关键词进行比较,或(b)阅读后生成关键词而不进行比较。我们发现在不同的条件下,相对元理解的准确度没有差异。此外,监管决策不受条件的影响。我们的研究结果讨论了局限性和意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
2.10
自引率
0.00%
发文量
12
期刊介绍: Organ der Deutschen Gesellschaft für Psychologie (DGPs) und der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie
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