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Metacognitive strategies and test performance : An experience sampling analysis of students’ learning behavior

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2012

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Hall, Nathan C.
Frenzel, Anne C.

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Poster presented at the 2012 Annual Meeting of the American Educational Research Association (AERA), Vancouver, Canada

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The aim of the present study was to explore students’ learning-related metacognitions prior to an in-class achievement test. A sample of 70 students in grade 11 (Mage= 17.09 years) completed a series of state-based measures over a two-week period via the experience sampling method until the day before a class test. Results illustrated students’ self-regulatory ability to preserve their motivational and cognitive resources. Metacognitive strategy use was found to significantly increase as the test date approached underscoring the goal-oriented nature of situated learning behaviors. Higher intercepts and increases in frequency of test-related cognitions over time positively corresponded to test performance. Implications for future research employing the experience sampling method as well as implications for future practice are discussed.

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Fachgebiet (DDC)
150 Psychologie

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2012 Annual Meeting of the American Educational Research Association (AERA), 13. Apr. 2012 - 17. Apr. 2012, Vancouver, Canada
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ISO 690NETT, Ulrike, Thomas GÖTZ, Nathan C. HALL, Anne C. FRENZEL, 2012. Metacognitive strategies and test performance : An experience sampling analysis of students’ learning behavior. 2012 Annual Meeting of the American Educational Research Association (AERA). Vancouver, Canada, 13. Apr. 2012 - 17. Apr. 2012. In: Poster presented at the 2012 Annual Meeting of the American Educational Research Association (AERA), Vancouver, Canada
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