Improving students’ science text comprehension through metacognitive self-regulation when applying learning strategies
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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in: Metacognition and Learning, Jahrgang 10, Nr. 3, 01.12.2015, S. 313-346.
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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TY - JOUR
T1 - Improving students’ science text comprehension through metacognitive self-regulation when applying learning strategies
AU - Leopold, Claudia
AU - Leutner, Detlev
PY - 2015/12/1
Y1 - 2015/12/1
N2 - 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 self-regulation 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 highlighting-only 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.
AB - 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 self-regulation 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 highlighting-only 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.
KW - Learning strategy
KW - Metacognition
KW - Quality
KW - Self-regulated learning
KW - Strategy training
KW - Text comprehension
KW - Psychology
UR - http://www.scopus.com/inward/record.url?scp=84947030463&partnerID=8YFLogxK
U2 - 10.1007/s11409-014-9130-2
DO - 10.1007/s11409-014-9130-2
M3 - Journal articles
AN - SCOPUS:84947030463
VL - 10
SP - 313
EP - 346
JO - Metacognition and Learning
JF - Metacognition and Learning
SN - 1556-1623
IS - 3
ER -