Exploring the interplay between attributions and metacognitive monitoring ability in a post-secondary classroom (Record no. 44770)
[ view plain ]
| 000 -LEADER | |
|---|---|
| fixed length control field | 02454nam a22002657a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20231107124923.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 231106b ||||| |||| 00| 0 eng d |
| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER | |
| ISSN | 0022-0973 |
| 037 ## - SOURCE OF ACQUISITION | |
| Source of stock number/acquisition | RIEBPL Library |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 370.5 |
| 100 ## - MAIN ENTRY--AUTHOR NAME | |
| Personal name | Dan Spencer, John L. Nietfeld, Li Cao & Daniell Difrancesca |
| 245 ## - TITLE STATEMENT | |
| Title | Exploring the interplay between attributions and metacognitive monitoring ability in a post-secondary classroom |
| Remainder of title | (Journal Article) |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication | USA |
| Name of publisher | :Taylor and Francis Group and Routledge |
| Year of publication | ,March 2023 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Number of Pages | 46-61 p. |
| 490 ## - SERIES STATEMENT | |
| Series statement | The Journal of Experimental Education, Volume 91,2023 number 1 |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | ***______{For Hard Copy, Please visit Library.}________*** |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | Abstract-<br/><br/> Understanding the development of self-regulated learning (SRL) in applied educational contexts is currently an important goal for researchers. There exists a relatively rich literature for most SRL components in isolation yet the field is lacking in understanding their coordination. This study examined the relationship between metacognitive monitoring and causal attributions in a classroom setting over the duration of an academic semester. Undergraduates (N = 193) enrolled in an educational psychology course provided monitoring judgments before and after four tests and also rated their attributional responses after each test. A number of interesting findings emerged. Attributions were not found to be significant predictors of subsequent judgments of monitoring accuracy. Monitoring accuracy measured with an absolute accuracy index yielded minimal significant relationships with attributional dimensions yet a prediction bias index was found to be associated with locus of causality, stability, and personal control and postdiction bias with external control, stability, and personal control. Finally, internal attributions led to higher performance, supporting prior literature, however more stable attributions were also related to higher performance, a finding not supported by prior literature. Findings and implications are discussed with regard to the facilitation of effective academic self-regulation.<br/><br/><br/><br/> |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | Monitoring accuracy |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | metacognition |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | attributions |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | self-regulated learning |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | post-secondary classroom |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | https://www.tandfonline.com/doi/epdf/10.1080/00220973.2021.1897773?needAccess=true |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | Periodicals |
| Lost status | Damaged status | Home library | Current library | Date acquired | Full call number | Koha item type |
|---|---|---|---|---|---|---|
| RIE BPL Library | RIE BPL Library | 07.11.2023 | 370.5 | Periodicals |