Calibrating calibration: A meta-analysis of learning strategy instruction interventions to improve metacognitive monitoring accuracy.

Abstract

Monitoring, a regulation of cognition component of metacognition, is an essential aspect of self-regulated learning. Monitoring is recognized as learners' ability to successfully understand what they are learning, and typically involves metacognitive activities such as questioning, reflection, drawing inferences, and self-generating feedback. However, while extant research converges on the notion that monitoring is a malleable and trainable skill, no investigation to date has systematically explored differences in monitoring accuracy effects. Therefore, a meta-analysis was conducted on research that examined the effect of learning strategy instruction on monitoring compared with a control. The meta-analysis explored how weighted effect sizes varied as a function of learning strategies used, study characteristics, and other potential moderators. A systematic search of major databases ultimately produced 56 independent effect sizes involving 7,667 participants, which were subsequently extracted and analyzed. Across the 56 studies, learning strategy instruction interventions yielded a moderate unbiased grand mean effect size (g = -.565; 95% confidence interval [-.639, -.491]), indicating improved monitoring accuracy compared to a control. Moderator analysis results revealed that the weighted mean effect size was larger for studies conducted in laboratories with adult-only samples (ranging in size from 101 to 200 participants) that used deep learning strategies, prediction and postdiction confidence judgments, the difference between prediction-postdiction judgments to calculate monitoring accuracy, and multiple-choice response options for the performance test. Weighted mean effect sizes for the type of monitoring measure, research design, learning strategy instruction duration, and geographic location did not vary significantly among studies. Educational Impact and Implications StatementThe present meta-analysis included 56 independent studies examining the influence of learning strategy instruction interventions on metacognitive monitoring accuracy. This meta-analysis supports the conclusion that learning strategy instruction interventions lead to appreciable gains in metacognitive monitoring accuracy, even after accounting for key moderators such as the learning strategies trained. Thus, research on the observed effects of learning strategy interventions aimed at improving metacognitive monitoring accuracy should continue in hopes of uncovering the most effective learning strategies to improve learning outcomes.

Do We Need Metacognition for Creativity? A Necessary Condition Analysis of Creative Metacognition

“…Both self-knowledge and contextual knowledge are constantly monitored and provide cues for the subsequent self-regulation of the creative process (Zielińska, Lebuda et al, 2021;2022).…”

“…The higher-order thinking has long been a topic of discussion in philosophy because of its' perplexing nature (Rosenthal, 1993;White, 1988). As a practical consequence, the creativity research shows only a small correlation between offline measures of creative metacognition and actual creative performance (Mevarech & Paz-Baruch, 2022; Urban & Urban, in preparation; Zielińska, Forthmann et al;2022). As Snyder et al (2019) point out in their systematic review, the ever-increasing use of self-reported questionnaires in creativity research may be therefore problematic (see also Craig et al, 2020, for a systematic review on the use of self-report questionnaires in metacognition research).…”

Developing the Metacognitive Awareness of Grit Scale for a better understanding of learners of English as a foreign language

“…At the same time, monitoring and evaluating strategies are also crucial for a successful learning experience, thus attracting much attention from scholars. Past research elucidated that learners’ monitoring accuracy can significantly influence overall test performance ( Thiede et al, 2003 ), while monitoring accuracy can also be improved through learning strategy instruction intervention ( Gutierrez de Blume, 2022 ). After a test, learners can also apply evaluation techniques to reflect upon the effectiveness of the strategies used when preparing or during the test ( Stanton et al, 2021 ).…”

Do we need metacognition for creativity? A necessary condition analysis of creative metacognition.

“…In the second step, the accuracy of creative metacognitive monitoring is calculated. At the time of writing, two well-established accuracy indices have been adapted from the metacognition research in other domains (see Schraw, 2009a, 2009b for a conceptualization of accuracy indices suited to different kinds of judgments and variable types; and de Blume, 2022 for a meta-analysis on how different judgments and accuracy indices influence the obtained effect sizes). Rominger et al (2022) employed an absolute accuracy index that indicates the absolute magnitude of an individual’s monitoring accuracy.…”