Leopold, Claudia Leutner, Detlev 2015 In three experiments, students were trained to use strategies for learning from scientific texts: text highlighting (Experiment 1), knowledge mapping (Experiment 2), and visualizing (Experiment 3). Each experiment compared a control condition, cognitive strategy training, and a combined cognitive strategy plus metacognitive selfregulation training with a specific focus on the quality of cognitive strategy application. After the training, students applied the learning strategies as they studied scientific texts. Across experiments, the results indicated that the self-regulation component of the training helped the students to overcome the lack of efficacy of the cognitive strategy only training when it was not effective by itself: The highlightingonly group was outperformed by the control group (d = −1.25), but the combined highlighting-plus-self-regulation training reduced this negative effect (d = −0.21). The mapping-only group performed as well as the control group (d = −0.12), but the combined mapping-plus-self-regulation group outperformed the control group (d =  0.76). The visualizing-only group outperformed the control group (d = 0.72) as did the combined visualizing-plus-self-regulation group (d = 0.78). Results suggest that cognitive learning strategies differ in their potential to induce deep versus surface processing of text contents. In addition, the metacognitive self-regulation component of the training enhanced students’ performance when the cognitive strategy training was not effective by itself. application/pdf https://folia.unifr.ch/global/documents/308443 https://folia.unifr.ch/documents/308443/files/Leopold_2015_Improving.pdf eng info:eu-repo/semantics/altIdentifier/doi/10.1007/s11409-014-9130-2 info:eu-repo/semantics/openAccess License undefined Metacognition and Learning. - 2015, vol. 10, no. 3, p. 313-346 Self-regulated learning Learning strategy Quality Strategy training Metacognition Text comprehension  info:eu-repo/classification/udc/37 Improving students’ science text comprehension through metacognitive self-regulation when applying learning strategies http://purl.org/coar/resource_type/c_6501