Contributions of Metacognitive and Self-Regulated Learning Theories to Investigations of Calibration of Comprehension

dc.creator	Stephanie STOLP
dc.creator	Karen M. ZABRUCKY
dc.date	2009-10-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:26:43Z
dc.date.available	2015-07-20T22:26:43Z
dc.identifier	1307-9298
dc.identifier	https://doaj.org/article/b1c3f50609a043318b765adcca314555
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/21659
dc.description	In this paper we examine the contributions of metacognitive and self-regulated learning theories to research on students' calibration of comprehension. Historically, cognitive psychologists have studied calibration of comprehension within a purely metacognitive framework, with an emphasis on the role of text and task factors but little consideration of factors of self. There has been a recent trend, however, towards incorporating a social cognitive perspective to the study of calibration of comprehension, with factors of self such as motivation and affect being examined more often. Among the factors of self that have been examined, self-efficacy has played a major role as it may be all but impossible to disentangle its influence on students' calibration of comprehension. Other variables of self that have been examined include ability, familiarity, ego and goal-orientation, goal setting, personality traits and susceptibility to social and cultural influences. Broadening the context in which calibration of comprehension is assessed allows a more complete examination of the rich set of interrelated processes that affect students' performance.
dc.language	English
dc.publisher	International Electronic Journal of Elementary Education
dc.relation	http://www.iejee.com/index.php/ojs/article/view/61/38
dc.relation	https://doaj.org/toc/1307-9298
dc.source	International Electronic Journal of Elementary Education, Vol 2, Iss 1, Pp 7-31 (2009)
dc.subject	Calibration
dc.subject	Metacognition
dc.subject	Self-Regulated Learning
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Contributions of Metacognitive and Self-Regulated Learning Theories to Investigations of Calibration of Comprehension
dc.type	article