Does providing external standards after keyword generation improve metacomprehension accuracy and regulation for high school students?

Autor/inn/en	Waldeyer, Julia; Roelle, Julian
Titel	Does providing external standards after keyword generation improve metacomprehension accuracy and regulation for high school students? Gefälligkeitsübersetzung: Verbessert die Bereitstellung externe Standards nach dem Generieren von Schlüsselbegriffen die Genauigkeit des Metaverständnisses und die Regulation von Schülerinnen und Schülern?
Quelle	In: Zeitschrift für Entwicklungspsychologie und pädagogische Psychologie, 55 (2023) 2-3, S. 136-146Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0049-8637; 2190-6262
DOI	10.1026/0049-8637/a000266
Schlagwörter	Metakognition; Schüler; Leistung; Leseverstehen; Metakognition; Schülerin; Sekundarbereich; Schüler; Schülerin; Lernmethode; Leseverstehen; Leistung
Abstract	Our study investigated whether comparing expert keywords after learners have generated keywords on their own improves relative metacomprehension accuracy for high school students - as found by Waldeyer and Roelle (2021) with university students. Moreover, we analyzed whether this potential improvement in metacomprehension accuracy in turn affects regulation decisions. We conducted an experiment with 142 high school students who read three expository texts and then were randomly assigned to one of two experimental conditions: (a) generation of keywords after reading and a comparison with expert keywords, or (b) generation of keywords after reading without comparison. We found that relative metacomprehension accuracy did not differ between the conditions. Also, regulation decisions were not affected by condition. Our findings are discussed with respect to limitations and implications. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2023/1