Text-Marking: A Metacognitive Perspective

• In Event: AERA Poster Session 5
  In Poster Session: Self-Regulated Learning Strategies

Abstract

Despite learners’ using cognitive plus metacognitive processes when marking (highlighting/underlining), it has previously been examined only from a cognitive perspective. This study investigates the role standards play in metacognitive monitoring when learners study and mark text. Findings indicate that if learners are given specific standards to focus metacognitive monitoring, they do not need to physically mark text to benefit when processing content. The efficacy of text-marking arises from learners’ metacognitive judgement about deciding what content to mark.

Authors

• Zahia Marzouk, Kwantlen Polytechnic University

• Philip H. Winne, Simon Fraser University