000			02454nam a22002657a 4500
005			20231107124923.0
008			231106b ||||| |||| 00| 0 eng d
022			_a0022-0973
037			_bRIEBPL Library
082			_a370.5
100			_aDan Spencer, John L. Nietfeld, Li Cao & Daniell Difrancesca
245			_a Exploring the interplay between attributions and metacognitive monitoring ability in a post-secondary classroom _b(Journal Article)
260			_aUSA _b:Taylor and Francis Group and Routledge _c,March 2023
300			_a46-61 p.
490			_aThe Journal of Experimental Education, Volume 91,2023 number 1
505			_a***______{For Hard Copy, Please visit Library.}________***
520			_aAbstract- 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.
650			_aMonitoring accuracy
650			_ametacognition
650			_aattributions
650			_aself-regulated learning
650			_apost-secondary classroom
856			_u https://www.tandfonline.com/doi/epdf/10.1080/00220973.2021.1897773?needAccess=true
942			_cPER
999			_c44770 _d44769