{"title":"通过策略和判断的元认知监测","authors":"M. Händel, Nick Naujoks-Schober, M. Dresel","doi":"10.1026/0049-8637/a000273","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":45028,"journal":{"name":"Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie","volume":null,"pages":null},"PeriodicalIF":1.5000,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"Metacognitive Monitoring via Strategies and Judgments\",\"authors\":\"M. Händel, Nick Naujoks-Schober, M. Dresel\",\"doi\":\"10.1026/0049-8637/a000273\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"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.\",\"PeriodicalId\":45028,\"journal\":{\"name\":\"Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.5000,\"publicationDate\":\"2023-05-04\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1026/0049-8637/a000273\",\"RegionNum\":4,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"PSYCHOLOGY, EDUCATIONAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1026/0049-8637/a000273","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
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.