A conceptual analysis of five measures of metacognitive monitoring

By Gregory Schraw. 2009

500 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/bc829a9603dbb97decec6760be1e326297abc4f7

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Theoretical, conceptual, methodological, and instructional issues in research on metacognition and self-regulated learning: A discussion (2009, background): “These introductory paragraphs highlight several key theoretical, conceptual, methodological, and analytical issues regarding the articles presented in this special issue ( Pieschl 2009; Schraw 2009; Whitebread et al. 2009; Shamir et al. 2009).”
Confidence in prior knowledge, self-efficacy, interest and prior knowledge: Influences on conceptual change (2014, methodology): “Prior knowledge of seasonal change as well as students’ knowledge of seasonal change at pretest, posttest, and delayed posttest were measured using an assessment created by Broughton, Sinatra, and Reynolds (2010). The measure was created from the corresponding refutation text regarding seasonal chan”
The Measurement and Predictive Ability of Metacognition in Middle School Learners (2012, background): “…of strategies including discrepancy indices such as calibration techniques (e.g., Hacker, Bol, & Bahbahani, 2008; Nietfeld, Cao, & Osborne, 2006; Schraw, 2009), thinkaloud protocols (e.g., Armstrong, Wallace, & Chang, 2008; Greene & Azevedo, 2009; Moos & Azevedo, 2008a, 2008b), and structured…”
Direct Instruction of Metacognition Benefits Adolescent Science Learning, Transfer, and Motivation: An In Vivo Study. (2015, methodology): “We also used the confidence ratings ( .92) and accuracy scores from the posttest to assess metacognitive monitoring using absolute accuracy and two forms of relative accuracy (for a distinction see Schraw, 2009, Table 4).”
Enhancing students’ self-regulation and mathematics performance: the influence of feedback and self-evaluative standards (2010, methodology): “According to Schraw (2009) , a strategy to reduce the problem of obtaining reliable measures in metacognition and calibration research is to include an adequate number of items when computing metacognitive outcome scores.”
Immediate and delayed effects of embedded metacognitive instruction on Chinese EFL students’ English writing and regulation of cognition (2016, background): “Firstly, different kinds of metacognitive instructional methods were not analyzed, such as the Strategy Evaluation Matrix (SEM), which might favor the development of the knowledge of cognition (Schraw, 2009).”
Miscalibration of self-efficacy and academic performance: Self-efficacy ≠ self-fulfilling prophecy (2019, methodology): “Self-efficacy bias is the signed deviation of the self- efficacy score from the academic achievement band score for each of the five performance outcomes; it is a measure of “the direction of judgement error” (see Schraw, 2009a, p. 35).”
Metacognitive Theories Revisited (2018, background): “He continued to publish on the measurement of metacognition, especially with regard to metacognitive monitoring and calibration (Schraw 2009a, b; Schraw et al. 2013).”