General Monitoring and Instructional Scaffolds That Support Metacognition in Middle School Students

• In Event: Roundtable Session 26
  In Roundtable Session: Instructional Approaches and Intervention Programs Designed to Promote Optimal Academic Performance

Abstract

Sixty-eight eighth grade students participated in this study that examined the general monitoring skill hypothesis, the benefit to students’ metacognition under two experimental instructional conditions, and the psychometric properties of an existing self-report measure of metacognition. Findings indicated support for general monitoring in middle school learners through significant correlations among bias scores across four academic and one trivia assessment. Significant differences in students’ accuracy by condition suggested that well- designed brief interventions can result in better metacognitive monitoring. Strong stability evidence was provided for the Jr. Mai and illustrates support for this measure as a tool for researchers and practitioners. Recommendations for future research and suggestions for researchers and practitioners interested in designing metacognitive training and measuring metacognition are provided.

Authors

• Rayne A. Sperling, The Pennsylvania State University

• Crystal M. Ramsay, The Pennsylvania State University

• Aaron S. Richmond, Metropolitan State College of Denver

• John L. Nietfeld, North Carolina State University

• Philip M. Reeves, The Pennsylvania State University

• Amanda M. Hood, The Pennsylvania State University