Evaluate metacomprehension interventions on both monitoring-based and comprehension-based regulation accuracy¶

Strategy · All strategies
Evidence · 8 claims (7 for, 1 against) · 6 studies (3 causal, 3 review), q2–q3 · 2 of 6 report an effect size · 8 claims rest on one study

Description¶

The article recommends that studies of metacomprehension interventions assess regulation accuracy in both of its forms: monitoring-based (whether restudy decisions match judgments of learning) and comprehension-based (whether restudy decisions match actual test performance). The authors argue that using only one measure obscures how interventions affect self-regulated learning, since the two measures can diverge when monitoring itself is inaccurate.

Design Implications¶

Context¶

Requirements¶

• Collect both judgments of learning and restudy decisions, plus actual comprehension test scores, so both regulation accuracy measures can be computed

Constraints¶

• The two measures coincide only under fully accurate monitoring; when monitoring accuracy does not improve, monitoring-based regulation decisions are not necessarily in line with students' actual needs for restudy

Target Learners¶

• secondary school students engaged in self-regulated learning from texts

Target Learning Goals¶

• accurate regulation of study behavior, such as restudy decisions

Claims¶

• Model answers improve both monitoring-based and comprehension-based regulation accuracy [+W]
• Model answers and self-assessment instructions do not improve monitoring accuracy after delayed diagramming [-W]
• Model answers combined with self-assessment instructions interactively improve monitoring-based regulation accuracy, with two model answers most effective [+W]
• Generative activities improve students' monitoring accuracy but not their actual learning after restudy [+W]
• Generative and visualizing tasks improve metacomprehension and monitoring accuracy but show small or null effects on learning outcomes [+W]
• Diagramming scaffold also improves absolute metacomprehension accuracy for causal relations, extending the effect beyond relative accuracy [+W]
• Drawing after learning, both from scratch and with spatial scaffolds, improves absolute monitoring accuracy (calibration) compared with a time-matched mental reactivation control condition [+W]
• Pre-structured diagrams improved metacomprehension accuracy while self-assessment cues showed no differences [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Hepner, S. L., Oudman, S., Carlson, T. E., van de Pol, J., & van Gog, T. (2024). Improving (meta)comprehension: Feedback and self-assessment. Learning and Instruction, 92, 101922. https://doi.org/10.1016/j.learninstruc.2024.101922