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dc.contributor.author
Burin, Debora Ines
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dc.contributor.author
Gonzalez, Federico Martin
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dc.contributor.author
Barreyro, Juan Pablo
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dc.contributor.author
Injoque Ricle, Irene
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dc.date.available
2022-09-15T14:40:51Z
dc.date.issued
2020-12
dc.identifier.citation
Burin, Debora Ines; Gonzalez, Federico Martin; Barreyro, Juan Pablo; Injoque Ricle, Irene; Metacognitive regulation contributes to digital text comprehension in E-learning; Springer; Metacognition and Learning; 15; 3; 12-2020; 391-410
dc.identifier.issn
1556-1623
dc.identifier.uri
http://hdl.handle.net/11336/168931
dc.description.abstract
This study examined the contribution of self-reported metacognitive regulation of reading to expository digital text comprehension in an e-learning environment, completed at home, instead of a class or lab. Two hundred and nineteen college students read and answered questions about two low previous knowledge hypertexts, and reported metacognitive activities during the comprehension tasks with a metacognitive inventory referred to the tasks just completed. They also completed a questionnaire about their Internet frequency use and experience. Verbal ability and working memory tests were administered in a lab session. Exploratory and confirmatory factor analyses defined two factors underlying the metacognitive scale, Global/Monitoring, including having in mind the task purpose, re-reading and paying attention to important or difficult parts, and Problem Solving in disorientation or lack of understanding, and the use of typography and navigation elements as comprehension aids. Metacognitive activity scores were neither associated with verbal ability nor Internet experience. Students with more verbal ability, more Global/Monitor metacognitive skills, and more Internet experience were more likely to correctly answer comprehension questions. Results are in line with previous studies in controlled settings and show the relevance of self-regulation for e-learning comprehension.
dc.format
application/pdf
dc.language.iso
eng
dc.publisher
Springer
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dc.rights
info:eu-repo/semantics/restrictedAccess
dc.rights.uri
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.subject
DIGITAL TEXT COMPREHENSION
dc.subject
E-LEARNING
dc.subject
METACOGNITION
dc.subject
METACOGNITIVE SCALE
dc.subject
TEXT COMPREHENSION
dc.subject.classification
Psicología
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dc.subject.classification
Psicología
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dc.subject.classification
CIENCIAS SOCIALES
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dc.title
Metacognitive regulation contributes to digital text comprehension in E-learning
dc.type
info:eu-repo/semantics/article
dc.type
info:ar-repo/semantics/artículo
dc.type
info:eu-repo/semantics/publishedVersion
dc.date.updated
2022-09-14T14:24:04Z
dc.identifier.eissn
1556-1631
dc.journal.volume
15
dc.journal.number
3
dc.journal.pagination
391-410
dc.journal.pais
Alemania
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dc.journal.ciudad
Berlín
dc.description.fil
Fil: Burin, Debora Ines. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; Argentina
dc.description.fil
Fil: Gonzalez, Federico Martin. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; Argentina
dc.description.fil
Fil: Barreyro, Juan Pablo. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; Argentina
dc.description.fil
Fil: Injoque Ricle, Irene. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; Argentina
dc.journal.title
Metacognition and Learning
dc.relation.alternativeid
info:eu-repo/semantics/altIdentifier/url/http://link.springer.com/10.1007/s11409-020-09226-8
dc.relation.alternativeid
info:eu-repo/semantics/altIdentifier/doi/http://dx.doi.org/10.1007/s11409-020-09226-8
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