Journal article

Improving students’ science text comprehension through metacognitive self-regulation when applying learning strategies

Published in:
  • Metacognition and Learning. - 2015, vol. 10, no. 3, p. 313-346
English 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.
Faculté des lettres et des sciences humaines
Département des sciences de l'éducation et de la formation
  • English
Education, teaching
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