Promoting General Metacognitive Awareness

Gregory Schraw

Instructional Science: An International Journal of the Learning Sciences Vol. 26, No. 1 (1998) pp. 113–25

Describes two aspects of metacognition, knowledge of cognition and regulation of cognition, and how they relate to domain-specific knowledge and cognitive abilities. It is argued that metacognitive knowledge is multidimensional, domain-general in...

Measuring Self-Regulation in Computer-Based Learning Environments

Gregory Schraw

Educational Psychologist Vol. 45, No. 4 (2010) pp. 258–266

I provide a summary of the four invited articles in this special issue and compare and contrast different methods for measuring self-regulation in computer-based learning environments (CBLEs). I present a taxonomy that distinguishes between offline...

Teachers’ beliefs and practices within and across domains

Lori Olafson; Gregory Schraw

International Journal of Educational Research Vol. 45, No. 1 pp. 71–84

This article explores the issue of domain generality of epistemological beliefs and world views of practicing teachers in the context of elementary school teaching. We describe ongoing research that examines beliefs held by teachers and their...

Language: English

The Effect of Relevance Instructions on Reading Time and Learning

Matthew T. McCrudden; Gregory Schraw; Gretchen Kambe

Journal of Educational Psychology Vol. 97, No. 1 (February 2005) pp. 88–102

The authors examined the effect of prereading relevance instructions on reading time and learning for 2 types of text. Experiment 1 found that relevance instructions increased learning for relevant segments without increasing reading time when...

Measure for measure: Calibrating ten commonly used calibration scores

Gregory Schraw; Fred Kuch; Antonio P. Gutierrez

Learning and Instruction Vol. 24, No. 1 (April 2013) pp. 48–57

This study examined the dimensionality of 10 different calibration measures using confirmatory factor analysis (CFA). The 10 measures were representative of five interpretative families of measures used to assess monitoring accuracy based on a 2 ...

Language: English

The Use of Adjunct Displays to Facilitate Comprehension of Causal Relationships in Expository Text

Matthew T. McCrudden; Gregory Schraw; Stephen Lehman

Instructional Science: An International Journal of the Learning Sciences Vol. 37, No. 1 (January 2009) pp. 65–86

We examined whether making cause and effect relationships explicit with an adjunct display improves different facets of text comprehension compared to a text only condition. In two experiments, participants read a text and then either studied a...

A Monte Carlo Comparison of Measures of Relative and Absolute Monitoring Accuracy

John L. Nietfeld; Craig K Enders; Gregory Schraw

Educational and Psychological Measurement Vol. 66, No. 2 (2006) pp. 258–271

Researchers studying monitoring accuracy currently use two different indexes to estimate accuracy: relative accuracy and absolute accuracy. The authors compared the distributional properties of two measures of monitoring accuracy using Monte Carlo...

A two-process model of metacognitive monitoring: Evidence for general accuracy and error factors

Antonio P. Gutierrez; Gregory Schraw; Fred Kuch; Aaron S. Richmond

Learning and Instruction Vol. 44, No. 1 (August 2016) pp. 1–10

We examined the latent structure of metacognitive monitoring judgments using hierarchical confirmatory factor analysis to compare five competing theoretical models with respect to domain-specific versus domain-general monitoring processes. We...

Language: English

The Influence of the Discussion Leader Procedure on the Quality of Arguments in Online Discussions

Alexandru Spatariu; Kendall Hartley; Gregory Schraw; Lisa D. Bendixen; Linda F. Quinn

Journal of Educational Computing Research Vol. 37, No. 1 (2007) pp. 83–103

Many consider rich argumentation to be the core of quality discussions and view it as a vehicle to solving problems and clarifying content. This study examined the influence of a discussion leader intervention on the quality of online argumentation...