The Effects of a Retrieval Practice Intervention on Undergraduates' Monitoring and Control Using Performance Feedback

• In Event: Poster Session 15
  In Poster Session: Metacognition, Studying, and Self-Regulated Learning

Abstract

The purpose of this study was to evaluate whether training of monitoring practice-test feedback predicts exam performance through enhancing monitoring accuracy and strategy control. Findings suggest that training about metacognitive knowledge and metacognitive regulation of retrieval practice increased final examination performance. We also found that monitoring accuracy of performance from feedback for both well-learned and yet-to-be-learned topics were more beneficial for non-quizzed items on the examination. Last, the effects of training on final exam performance of non-quizzed items was mediated by monitoring accuracy of both well-known and yet-to-be-learned topics. These findings suggest that monitoring feedback accurately from practice-tests is important and can be improved with training.

Authors

• Megan Cogliano, University of Nevada - Las Vegas

• Matthew L. Bernacki, University of Nevada - Las Vegas