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Title: Domain-General Metacognitive Instruction Reduces Productive Learning Behaviors and Performance?
Authors: Davis, Darrel
Richey, J. Elizabeth
Zepeda, Cristina D.
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Davis, D., Richey, J. E., & Zepeda, C. D. (2018). Domain-General Metacognitive Instruction Reduces Productive Learning Behaviors and Performance?. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences.
Abstract: Metacognition is critical to self-regulated learning, but can a domain-general intervention improve college students’ course performance? We compared an intervention teaching metacognitive knowledge and skills against one in which students read feature news articles related to course content. Students in the metacognitive condition performed worse on the final exam than students in the reading condition when controlling for prior metacognitive awareness. We discuss future directions for understanding how metacognitive interventions impact students’ learning.
Appears in Collections:ICLS 2018

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