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Reveal the relationship between task understanding and monitoring

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Document pages: 12 pages

Abstract: Educational psychologists have studied the generality and particularity of metacognitive monitoring in university level multiple-choice tests, but little is known about how learners monitor their performance in more complex academic tasks. We know less about how monitoring abilities such as discrimination and bias are related to key self-regulation processes related to task understanding. This quantitative study explored the relationship between monitoring proficiency and task understanding when 39 adult learners deal with poorly structured writing tasks in the graduate "E-Learning theory " course. Taking learners as the analysis unit, the universality of monitoring and the particularity of monitoring are confirmed by correlation analysis within measurementtand out due to the absence of inter-measure correlations. Unsurprisingly, learner-based correlational and repeated measures analyses did not reveal how monitoring proficiencies and task understanding might be related. However, using essay as unit of analysis, ordinal and multinomial regressions reveal how monitoring influences different levels of task understanding. Results are interpreted not only in light of novel procedures undertaken in calculating performance prediction capability but also in the application of essay-based, intra-sample statistical analysis that reveal heretofore unseen relationships between academic self-regulatory constructs.

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