期刊名称：International Electronic Journal of Elementary Education
印刷版ISSN：1307-9298
出版年度：2017
卷号：2
期号：1
页码：7-31
语种：English
出版社：International Electronic Journal of Elementary Education
其他摘要：In this paper we examine the contributions of metacognitive and self-regulated learningtheories to research on students' calibration of comprehension. Historically, cognitivepsychologists have studied calibration of comprehension within a purely metacognitiveframework, with an emphasis on the role of text and task factors but little consideration offactors of self. There has been a recent trend, however, towards incorporating a socialcognitive perspective to the study of calibration of comprehension, with factors of self suchas motivation and affect being examined more often. Among the factors of self that havebeen examined, self-efficacy has played a major role as it may be all but impossible todisentangle its influence on students' calibration of comprehension. Other variables of selfthat have been examined include ability, familiarity, ego and goal-orientation, goal setting,personality traits and susceptibility to social and cultural influences. Broadening thecontext in which calibration of comprehension is assessed allows a more completeexamination of the rich set of interrelated processes that affect students' performance.
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