Impact of a Retrieval Practice Intervention on Undergraduates' Monitoring and Control Processes Using Feedback

• In Event: 47.092 - Self-Regulated Learning in Postsecondary Education Settings

Abstract

The present study examined the effectiveness of a metacognitive retrieval practice intervention on undergraduates’ monitoring of feedback. Students who completed the training outperformed control on final exam items that were not previously quizzed. Training was also found to have a positive direct effect on several metacognitive monitoring processes such as monitoring what students have mastered (i.e., well-learned content) and information that students have not mastered (i.e., yet-to-be-learned content) as well as effective control of subsequent study decisions. Yet-to-be-learned monitoring had the only indirect effect of training on final examination performance in the full mediation model. Our findings suggest that external evaluations of yet-to-be-learned monitoring accuracy, or errors, was the most critical factor for improved academic performance in a classroom setting.

Authors

• MeganClaire Cogliano, Nevada State College

• Matthew L. Bernacki, University of North Carolina Chapel Hill

• CarolAnne M. Kardash, University of Nevada - Las Vegas