Abstract
To investigate students' self-monitoring practice and effects of educational level and task importance on self-monitoring, 510 students, varying in educational level from elementary through graduate school, reported the self-monitoring strategies they employed in three learning situations with different levels of task importance. The study identified six self-monitoring strategies used by students but found a low involvement in self-monitoring at all educational levels. It was found that older students used more complex self-monitoring strategies more frequently than younger students. The study also showed that students' self-monitoring increased with task importance. The self-monitoring deficiencies that students experienced in difficult learning tasks were attributed to the lack of a system of self-monitoring. Educational applications of teaching self-monitoring strategies and developing self-monitoring systems for difficult learning tasks were discussed.
Original language | English |
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Pages (from-to) | 109-127 |
Number of pages | 19 |
Journal | Educational Psychology |
Volume | 25 |
Issue number | 1 |
DOIs | |
State | Published - Feb 2005 |