Contributions of metacognitive and self-regulated learning theories to investigations of calibration of comprehension

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Stephanie Stolp Karen M. Zabrucky


In this paper we examine the contributions of metacognitive and self-regulated learning
theories to research on students' calibration of comprehension. Historically, cognitive
psychologists have studied calibration of comprehension within a purely metacognitive
framework, with an emphasis on the role of text and task factors but little consideration of
factors of self. There has been a recent trend, however, towards incorporating a social
cognitive perspective to the study of calibration of comprehension, with factors of self such
as motivation and affect being examined more often. Among the factors of self that have
been examined, self-efficacy has played a major role as it may be all but impossible to
disentangle its influence on students' calibration of comprehension. Other variables of self
that have been examined include ability, familiarity, ego and goal-orientation, goal setting,
personality traits and susceptibility to social and cultural influences. Broadening the
context in which calibration of comprehension is assessed allows a more complete
examination of the rich set of interrelated processes that affect students' performance.


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STOLP, Stephanie; ZABRUCKY, Karen M.. Contributions of metacognitive and self-regulated learning theories to investigations of calibration of comprehension. International Electronic Journal of Elementary Education, [S.l.], v. 2, n. 1, p. 7-31, aug. 2017. ISSN 1307-9298. Available at: <>. Date accessed: 03 june 2020.


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