TY - JOUR
T1 - The effects of self-monitoring on students' course performance, use of learning strategies, attitude, self-judgment ability, and knowledge representation
AU - Lan, William Y.
PY - 1996/1
Y1 - 1996/1
N2 - Self-monitoring, defined as deliberate attention to some aspect of one's behavior, is considered to be an important self-regulatory process in learning. In the present experiment, 72 graduate students in a statistics class were assigned to a self-monitoring group, an instructor-monitoring group, or a control group to investigate the effects of self-monitoring on students' learning strategies, motivation, knowledge representation, self-judgment ability, and course performance. During the course, the self-monitoring group recorded the frequency and intensity of their various learning activities, the instructor-monitoring group evaluated the instructor's teaching, and the control group took the course without any treatment. The self-monitoring group performed better than the other two groups on course tests, used more self-regulated learning strategies, and developed better knowledge representation of the course content. Psychological processes are suggested through which self-monitoring increases students' learning and provides a prototype of a self-monitoring protocol that has potential for improving students' course performance.
AB - Self-monitoring, defined as deliberate attention to some aspect of one's behavior, is considered to be an important self-regulatory process in learning. In the present experiment, 72 graduate students in a statistics class were assigned to a self-monitoring group, an instructor-monitoring group, or a control group to investigate the effects of self-monitoring on students' learning strategies, motivation, knowledge representation, self-judgment ability, and course performance. During the course, the self-monitoring group recorded the frequency and intensity of their various learning activities, the instructor-monitoring group evaluated the instructor's teaching, and the control group took the course without any treatment. The self-monitoring group performed better than the other two groups on course tests, used more self-regulated learning strategies, and developed better knowledge representation of the course content. Psychological processes are suggested through which self-monitoring increases students' learning and provides a prototype of a self-monitoring protocol that has potential for improving students' course performance.
UR - http://www.scopus.com/inward/record.url?scp=0030531805&partnerID=8YFLogxK
U2 - 10.1080/00220973.1996.9943798
DO - 10.1080/00220973.1996.9943798
M3 - Article
AN - SCOPUS:0030531805
SN - 0022-0973
VL - 64
SP - 101
EP - 115
JO - Journal of Experimental Education
JF - Journal of Experimental Education
IS - 2
ER -