Exploring the Interplay Between Student Attributions and Metacognitive Monitoring Ability in a Postsecondary Classroom Environment

• In Event: 29.034 - Self-Regulated Learning Across Contexts, Teachers, and Students

Abstract

Metacognition is a vital construct in the learning and self-regulation process, being linked to higher achievement and strategic use of cognitive resources when learning (Vrugt & Oort, 2008). Although metacognition as a construct has been well researched over recent years and successful interventions designed, its relationship with other constructs in the complex process of SRL is still relatively under researched. The current study was therefore aimed to expand the understanding of such relationships by looking at the role of attributions in monitoring judgments across the course of a semester in a post-secondary classroom.

Authors

• Dan Spencer, North Carolina State University

• Li Cao, The University of West Georgia

• John L. Nietfeld, North Carolina State University