Uncovering Relationships between Task Understanding and Monitoring Proficiencies in Postsecondary Learners
Comparing Work Task and Learner as Statistical Units of Analyses
Bibliographic Data
| ID | 7759482 |
|---|---|
| Authors | Vivek Venkatesh (0000-0001-8473-376X), Kamran Shaikh |
| Year | 2011 |
| Volume | 2011 |
| Pages | 1-11 |
| Publication date | 2011-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Research International (JOURNAL) |
| Journal identifiers | ISSN: 2090-4010 • E-ISSN: 2090-4002 |
| Publisher | Hindawi Limited (PUBLISHER) |
| DOI | 10.1155/2011/735643 |
| OpenAlex | W2075045785 |
| Language | EN |
| Citations received | 2 |
| References cited | 26 |
Educational psychologists have researched the generality and specificity of metacognitive monitoring in the context of college-level multiple-choice tests, but fairly little is known as to how learners monitor their performance on more complex academic tasks. Even lesser is known about how monitoring proficiencies such as discrimination and bias might be related to key self-regulatory processes associated with task understanding. This quantitative study explores the relationship between monitoring proficiencies and task understanding in 39 adult learners tackling ill-structured writing tasks for a graduate “theories of e-learning” course. Using learner as unit of analysis, the generality of monitoring is confirmed through intra-measure correlation analyses while facets of its specificity stand out due to the absence of inter-measure correlations. Unsurprisingly, learner-based correlational and repeated measures analyses did not reveal how monitoring proficiencies and task understanding might be related. However, using essay as unit of analysis, ordinal and multinomial regressions reveal how monitoring influences different levels of task understanding. Results are interpreted not only in light of novel procedures undertaken in calculating performance prediction capability but also in the application of essay-based, intra-sample statistical analysis that reveal heretofore unseen relationships between academic self-regulatory constructs
Cognition · Cognitive psychology · Context (archaeology · Generality · Mathematics education · Metacognition · Sample (material · Task (project management · Computer Science · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Psychology · Student Assessment and Feedback
A conceptual analysis of five measures of metacognitive monitoring
Developing Motivation to Write
Attaining Self-Regulation
A Monte Carlo Comparison of Measures of Relative and Absolute Monitoring Accuracy
What Good are Statistics that Don’t Generalize
Beating the Odds
Investigating Self-Regulation and Motivation
Enhancing teaching through constructive alignment
Mixed Methods Research
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,22 |
| Citation span | 2017 - 2025 (9) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |