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首页> 外文期刊>Journal of experimental psychology. Applied >Improving Metacomprehension Accuracy in an Undergraduate Course Context
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Improving Metacomprehension Accuracy in an Undergraduate Course Context

机译：在本科课程中提高元理解的准确性

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Students tend to have poor metacomprehension when learning from text, meaning they are not able to distinguish between what they have understood well and what they have not. Although there are a good number of studies that have explored comprehension monitoring accuracy in laboratory experiments, fewer studies have explored this in authentic course contexts. This study investigated the effect of an instructional condition that encouraged comprehension-test-expectancy and self-explanation during study on metacomprehension accuracy in the context of an undergraduate course in research methods. Results indicated that when students received this instructional condition, relative metacomprehension accuracy was better than in a comparison condition. In addition, differences were also seen in absolute metacomprehension accuracy measures, strategic study behaviors, and learning outcomes. The results of the current study demonstrate that a condition that has improved relative metacomprehension accuracy in laboratory contexts may have value in real classroom contexts as well.
机译：从文本中学习时，学生的元理解能力往往很差，这意味着他们无法区分自己所理解的和不了解的。尽管有大量研究在实验室实验中探索了理解监控的准确性，但是在真实的课程环境中却很少有研究探索这种理解。这项研究调查了在研究方法的本科课程背景下，在理解元理解准确性的过程中，鼓励理解理解测试和自我解释的教学条件的影响。结果表明，当学生接受此指导条件时，相对元理解的准确度要好于比较条件。此外，在绝对的元理解准确性测度，战略学习行为和学习成果方面也存在差异。当前研究的结果表明，在实验室环境中提高相对元理解准确度的条件在实际课堂环境中也可能具有价值。

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