Using Study Diaries to Improve Learners' Metacognitive Awareness

• In Event: Research on Self-Regulated Learning Poster Session

Abstract

Setting goals is essential to the regulatory process of learning. However, research shows that students rarely receive training to set goals and plan learning accordingly. Goal setting interventions have shown positive effects on performance and reflecting on goal attainment is essential for directing and guiding future learning. In an undergraduate class, 56 students used a template to set goals outlining content and specific learning tactics and reflected on goal attainment to direct future studying plans over the course of four weeks in a pre-post design. Our findings show significant improvement in students’ metacognitive awareness. The more goals students set, the higher the probability for attainment. A decline was noticed in reasons reported for not attaining goals over four weeks.

Authors

• Zahia Marzouk, Kwantlen Polytechnic University

• Mladen Rakovic, Monash University, Australia

• Philip H. Winne, Simon Fraser University