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Unraveling the reciprocal effects and micro-development of metacognitive monitoring strategies and monitoring judgments: a micro-genetic diary study

  • For successful learning, monitoring one's learning behavior and outcomes is essential. While both the use of monitoring strategies and monitoring judgment accuracy are regarded as indicators for metacognitive monitoring, their joint contribution to metacognitive monitoring and their interrelationship is unclear. The current study investigated how monitoring strategies and monitoring judgments (spontaneous as well as prompted judgments) change micro-genetically and influence each other reciprocally during an exam preparation phase. In this diary study, N = 273 higher education students completed knowledge tests and surveys on five consecutive days. Results indicated interindividual differences in dependence of prior performance and gender for the accuracy of prompted judgments but not for monitoring strategies or spontaneous judgments. Random intercept cross-lagged panel models revealed that higher quality monitoring strategies led to the spontaneous formation of monitoring judgments,For successful learning, monitoring one's learning behavior and outcomes is essential. While both the use of monitoring strategies and monitoring judgment accuracy are regarded as indicators for metacognitive monitoring, their joint contribution to metacognitive monitoring and their interrelationship is unclear. The current study investigated how monitoring strategies and monitoring judgments (spontaneous as well as prompted judgments) change micro-genetically and influence each other reciprocally during an exam preparation phase. In this diary study, N = 273 higher education students completed knowledge tests and surveys on five consecutive days. Results indicated interindividual differences in dependence of prior performance and gender for the accuracy of prompted judgments but not for monitoring strategies or spontaneous judgments. Random intercept cross-lagged panel models revealed that higher quality monitoring strategies led to the spontaneous formation of monitoring judgments, while the quality of monitoring strategies and prompted judgment accuracy did not influence each other significantly.show moreshow less

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Metadaten
Author:Marion HändelORCiDGND, Ulrike NettORCiDGND, Donna BryceORCiDGND, Markus DreselORCiDGND
URN:urn:nbn:de:bvb:384-opus4-1234074
Frontdoor URLhttps://opus.bibliothek.uni-augsburg.de/opus4/123407
ISSN:1041-6080OPAC
Parent Title (English):Learning and Individual Differences
Publisher:Elsevier BV
Type:Article
Language:English
Year of first Publication:2025
Publishing Institution:Universität Augsburg
Release Date:2025/07/09
Volume:122
First Page:102748
DOI:https://doi.org/10.1016/j.lindif.2025.102748
Institutes:Philosophisch-Sozialwissenschaftliche Fakultät
Philosophisch-Sozialwissenschaftliche Fakultät / Empirische Bildungsforschung
Philosophisch-Sozialwissenschaftliche Fakultät / Psychologie
Philosophisch-Sozialwissenschaftliche Fakultät / Empirische Bildungsforschung / Juniorprofessur für Empirische Bildungsforschung
Philosophisch-Sozialwissenschaftliche Fakultät / Psychologie / Lehrstuhl für Psychologie
Dewey Decimal Classification:1 Philosophie und Psychologie / 15 Psychologie / 150 Psychologie
3 Sozialwissenschaften / 30 Sozialwissenschaften, Soziologie / 300 Sozialwissenschaften
Licence (German):CC-BY-NC 4.0: Creative Commons: Namensnennung - Nicht kommerziell (mit Print on Demand)