Contributions of Metacognitive and Self-Regulated Learning Theories to Investigations of Calibration of Comprehension
Year: 2009
Type: article
Abstract: In this paper we examine the contributions of metacognitive and self-regulated learningtheories to research on students' calibration of comprehension. Historically, cognitivepsychologists have studied calibration of comprehension within a purely metacognitiveframework, with an emphasis on the role of text and task factors but little consideration offactors of self. There has been a recent trend, however, towards incorporating a socialcognitive perspective to the study of calibration of comprehension, with factors of self suchas motivation and affect being examined more often. Among the factors of self that havebeen examined, self-efficacy has played a major role as it may be all but impossible todisentangle its influence on students' calibration of comprehension. Other variables of selfthat have been examined include ability, familiarity, ego and goal-orientation, goal setting,personality traits and susceptibility to social and cultural influences. Broadening thecontext in which calibration of comprehension is assessed allows a more completeexamination of the rich set of interrelated processes that affect students' performance.
Authors: Stephanie Stolp, Karen M. Zabrucky
Institution: Georgia State University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $350
OpenAlex ID: W2151531208