通过策略和判断的元认知监测

IF 1.5 4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL
M. Händel, Nick Naujoks-Schober, M. Dresel
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引用次数: 2

摘要

摘要元认知监测是一种情境化、情境依赖性的过程,有助于学习者调节自己的学习行为。目前的研究建立在元认知监测可以在不同阶段(何时监测:在学习期间或在测试期间)实现监测功能的想法之上,并且它涉及多个对象(监测什么:处理或检索)。对184名高等教育学生的横断面研究采用了一种针对具体情况的方法,涉及学生在考试准备和考试处理过程中通过监测策略和监测判断进行监测。验证性因素分析表明,通过策略和判断进行监测可以针对不同的对象。此外,监测不同对象在同一阶段内比在不同阶段之间的相关性更强。研究结果强调需要通过监测策略和监测判断对元认知监测进行对象特异性和综合考虑。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Metacognitive Monitoring via Strategies and Judgments
Abstract: Metacognitive monitoring is conceptualized as a situation-specific and context-dependent process that helps learners to regulate their learning. The current study builds on the idea that metacognitive monitoring can fulfil monitoring functions in different phases (when to monitor: during learning or during testing), and that it refers to several objects (what to monitor: processing or retrieval). The cross-sectional study with 184 higher-education students used a situation-specific approach and referred to students’ monitoring via monitoring strategies and monitoring judgments during test preparation and test processing. Confirmatory factor analyses indicated that monitoring via strategies and judgments can be directed at different objects. In addition, monitoring different objects was more strongly correlated within the same phase than across different phases. The study results emphasize the need for an object-specific and comprehensive consideration of metacognitive monitoring via monitoring strategies and monitoring judgments.
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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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