Across-task relations among monitoring judgments: Differential effects of item feedback on monitoring bias during reading

Published on May 1, 2021in Learning and Individual Differences
· DOI :10.1016/J.LINDIF.2021.102007
D. Jake Follmer7
Estimated H-index: 7
(WVU: West Virginia University),
Joseph C. Tise3
Estimated H-index: 3
(PSU: Pennsylvania State University)
Source
Abstract
Abstract Using a practice testing paradigm, this study examined the effects of item feedback on learners' metacomprehension and monitoring judgments before, during, and after comprehension testing. Participants (N = 294) were randomly assigned to one of three conditions: a feedback, no feedback, and control condition. Participants completed an assessment of prior knowledge, read a 1000-word science text, and completed a measure of reading strategies. They also provided metacomprehension, item-level, and postdictive judgments of performance across comprehension testing. Measures of bias were calculated for each set of judgments. Results indicated that correctness feedback engendered less bias in learners' metacomprehension judgments but greater bias in item-level and postdictive judgments. Conditional and serial indirect effects were significant for those in the feedback condition. Findings provide evidence of positive but also differentiated effects of item feedback on students' monitoring bias. Unguided feedback may induce metacognitive bias during and after testing experiences in the context of text learning.
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