Individual Differences for Self-Regulating Task-Oriented Reading Activities

Autor/inn/en	Vidal-Abarca, Eduardo; Mana, Amelia; Gil, Laura
Titel	Individual Differences for Self-Regulating Task-Oriented Reading Activities
Quelle	In: Journal of Educational Psychology, 102 (2010) 4, S.817-826 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0020062
Schlagwörter	Comprehension; Metacognition; Grade 8; Task Analysis; Grade 7; Computer Assisted Testing; Interaction; Self Control; Reader Text Relationship; Experimental Psychology; Learning; Age Differences; Individual Differences + Suchen Sie Ihr Suchwort? Verstehen; Verständnis; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; School year 08; 8. Schuljahr; Schuljahr 08; Aufgabenanalyse; School year 07; 7. Schuljahr; Schuljahr 07; Interaktion; Selbstbeherrschung; Experimentelle Psychologie; Lernen; Age; Difference; Age difference; Altersunterschied; Individueller Unterschied
Abstract	The goal of this study is to analyze the self-regulation processes present in task-oriented reading activities. In the 1st experiment, we examined the following self-regulation processes in the context of answering questions about an available text: (a) monitoring the comprehension of the question, (b) self-regulating the search process, and (c) monitoring the decision to search. Skilled and less skilled comprehenders from 7th and 8th grades read 2 texts and answered 16 questions while all their actions were recorded on a computer. We hypothesized that skilled comprehenders would differ from less skilled comprehenders on the 1st 2 processes on the basis of their general comprehension skills but that their superiority in the 3rd process would be based on specific characteristics of the interaction between the reader and the text. The results support our hypotheses. In the 2nd experiment, we hypothesized that monitoring the decision to search would be equivalent to judgments of learning (JOLs). Eighth graders made JOLs before answering every question, and then they decided whether to search the text. Our hypothesis was confirmed. Our study reveals that task-oriented reading places specific demands on readers related to metacognitive monitoring. (Contains 1 table.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10