Metacognitive awareness of learning strategies in undergraduates |
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Authors: | Jennifer McCabe |
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Institution: | Psychology Department, Goucher College, Baltimore, MD, 21204, USA. jennifer.mccabe@goucher.edu |
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Abstract: | Two studies examined undergraduates’ metacognitive awareness of six empirically-supported learning strategies. Study 1 results overall suggested an inability to predict the learning outcomes of educational scenarios describing the strategies
of dual-coding, static-media presentations, low-interest extraneous details, testing, and spacing; there was, however, weak
endorsement of the strategy of generating one’s own study materials. In addition, an independent measure of metacognitive
self-regulation was correlated with scenario performance. Study 2 demonstrated higher prediction accuracy for students who had received targeted instruction on applied memory topics in their
psychology courses, and the best performance for those students directly exposed to the original empirical studies from which
the scenarios were derived. In sum, this research suggests that undergraduates are largely unaware of several specific strategies
that could benefit memory for course information; further, training in applied learning and memory topics has the potential
to improve metacognitive judgments in these domains. |
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