Unraveling the reciprocal effects and micro-development of metacognitive monitoring strategies and monitoring judgments: A micro-genetic diary study

Abstract

For successful learning, monitoring one's learning behavior and outcomes is essential. While both the use of monitoring strategies and monitoring judgment accuracy are regarded as indicators for metacognitive monitoring, their joint contribution to metacognitive monitoring and their interrelationship is unclear. The current study investigated how monitoring strategies and monitoring judgments (spontaneous as well as prompted judgments) change micro-genetically and influence each other reciprocally during an exam preparation phase. In this diary study, N = 273 higher education students completed knowledge tests and surveys on five consecutive days. Results indicated interindividual differences in dependence of prior performance and gender for the accuracy of prompted judgments but not for monitoring strategies or spontaneous judgments. Random intercept cross-lagged panel models revealed that higher quality monitoring strategies led to the spontaneous formation of monitoring judgments, while the quality of monitoring strategies and prompted judgment accuracy did not influence each other significantly. mehr

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Titel	Unraveling the reciprocal effects and micro-development of metacognitive monitoring strategies and monitoring judgments: A micro-genetic diary study
Medien	Learning and Individual Differences
Verlag	Elsevier
Herausgeber	ScienceDirect
Band	122
ISSN	1041-6080,
Verfasser	Prof. Dr. habil. Marion Händel, Ulrike Nett, Donna Bryce, Markus Dresel
Seiten	102748
Veröffentlichungsdatum	03.07.2025
Zitation	Händel, Marion; Nett, Ulrike; Bryce, Donna; Dresel, Markus (2025): Unraveling the reciprocal effects and micro-development of metacognitive monitoring strategies and monitoring judgments: A micro-genetic diary study. Learning and Individual Differences 122, 102748. DOI: 10.1016/j.lindif.2025.102748