Self-reported metacognitive regulation of reading contributes to expository digital text comprehension in a home e-learning environment¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Students with more Global/Monitoring metacognitive skills were more likely to correctly answer comprehension questions about hypertexts read at home. → Burin 2020

Evidence¶

Burin 2020¶

Burin, Debora Ines; Gonzalez, Federico Martin; Barreyro, Juan Pablo; Injoque Ricle, Irene. (2020). Metacognitive regulation contributes to digital text comprehension in E-learning. Metacognition and Learning. https://doi.org/10.1007/s11409-020-09226-8

q3 · i? · associational · r2

Study of 219 college students reading two low previous knowledge hypertexts at home in an e-learning environment, with a metacognitive inventory referred to the tasks just completed. The article reports that "more Global/Monitor metacognitive skills" increased the likelihood of correctly answering comprehension questions; no effect size is printed.

"Students with more verbal ability, more Global/Monitor metacognitive skills, and more Internet experience were more likely to correctly answer comprehension questions."

Discussion¶

Learner Variables¶

• Metacognition — predictor: learners who differ on it differ in outcomes
• Self-Regulation — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Verbal ability and Internet experience predict correct answering of comprehension questions about digital texts in e-learning — related
• The metacognitive scale yields two factors: Global/Monitoring and Problem Solving — related
• Metacognitive strategy instruction, which includes comprehension monitoring, improves academic performance by a medium amount, and in one non-randomised study comprehension-monitoring training raised low achievers' reading scores — a broader claim this one bears on
• Metacognitive prompts improve learning — related
• Teaching between study phases contributes to comprehension more than teaching after the study phase — related
• Metacognitive activity scores were neither associated with verbal ability nor with Internet experience — related