Does Metacognitive Prompting Support Self-Regulated and Multiple-Text Learning?

• In Event: AERA Roundtable Session Saturday 5:10 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Emerging Perspectives on Self-Regulated Learning (Table 11)

Abstract

We examined the role of a metacognitive prompting intervention based on Winne and Hadwin’s (1998) model of self-regulated learning. Using a pretest-posttest design, we randomly assigned undergraduates to one of three conditions: metacognitive prompting, metacognitive prompting with an integration reminder, and a control group. Learners in the first two conditions received scaffolded prompts as they read three informational texts. Outcomes measured after learners engaged in study included a Metacognitive Awareness Inventory, a self-efficacy measure, a knowledge assessment, and an adapted version of Bråten & Strømsø’s (2011) Multiple-Text Strategy Inventory (MTSI). Findings suggest that although the hypotheses were somewhat supported, the intervention was ineffective. However, in all conditions, learners demonstrated learning.

Authors

• Michele Dornisch, Long Island University - C.W. Post Campus

• Taylor Marie Young, Pennsylvania State University

• Rayne A. Sperling, Pennsylvania State University