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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
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.
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.
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