Effects of Metacognitive Intervention on State and Trait Metacognitive Strategy Use and Test Performance

• In Event: Strategies to Improve Metacognition

Abstract

The study investigated the effect of metacognitive strategy intervention (planning, monitoring, and strategy selection) on trait and state self-regulation and on test performance. Eighty-four introductory psychology college freshmen and sophomores (35 males and 49 females) from a large, southwestern community college participated in this study. The direction and pattern of the research findings demonstrated treatment effects on both metacognitive strategy use and test performance, although the effects were not consistently strong. Both trait and state scores increased. The interviews showed that students viewed the metacognitive instruction useful; for example, training helped them organize and strategize learning and attempt new study strategies. Continued research in classroom environments are warranted with a goal of producing effective learning materials for metacognitive instruction.

Authors

• Elsa Mason, College of Southern Nevada

• Eunsook Hong, University of Nevada - Las Vegas