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Related Experiment Video

Updated: Feb 28, 2026

Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding
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How restudy decisions affect overall comprehension for seventh-grade students.

Keith W Thiede1, Joshua S Redford2, Jennifer Wiley3

  • 1Boise State University, USA.

The British Journal of Educational Psychology
|June 13, 2017
PubMed
Summary

Seventh graders improved comprehension most when texts were chosen based on test performance, not self-choice or judgment. This highlights how inaccurate monitoring hinders self-regulated learning for younger students.

Keywords:
allocation of studycomprehensionmetacomprehensionself-regulated learning

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Area of Science:

  • Educational Psychology
  • Cognitive Science
  • Adolescent Learning

Background:

  • Self-regulated learning (SRL) is crucial for academic success, involving accurate monitoring and effective regulation of study behaviors.
  • Understanding how younger students, specifically seventh graders, engage in SRL is limited.
  • Inaccurate monitoring and ineffective regulation can impede learning, even when study opportunities are provided.

Purpose of the Study:

  • To investigate how seventh-grade students' decisions about text restudy impact their overall comprehension.
  • To compare learning gains across three conditions: Participant's Choice, Test-Based Restudy, and Judgement-Based Restudy.

Main Methods:

  • Four hundred and eighty seventh-grade students participated in a randomized experimental design.
  • Texts for restudy were selected differently across conditions: student choice, lowest initial test performance, or lowest metacognitive judgment of comprehension.
  • Comprehension gains were measured after the restudy phase.

Main Results:

  • The Test-Based Restudy condition yielded significantly larger gains in comprehension compared to the Judgement-Based Restudy and Participant's Choice conditions.
  • No significant differences in comprehension gains were observed between the Judgement-Based Restudy and Participant's Choice conditions.
  • Seventh graders demonstrated some ability to use monitoring for restudy decisions, but overall effectiveness was limited.

Conclusions:

  • Test performance is a more effective criterion than self-judgment for guiding restudy decisions in seventh graders.
  • Inaccurate monitoring is a key factor limiting the benefits of self-regulated study for younger learners.
  • Interventions aimed at improving monitoring accuracy may enhance self-regulated learning outcomes in adolescents.