Structure, relationship, and determinants of monitoring strategies and judgment accuracy. An integrated model and evidence from two studies

Abstract

Metacognitive monitoring plays a central role in models focusing on either monitoring strategies (models of self-regulated learning) or monitoring judgments and their accuracy (models of metacognition). Although monitoring strategies and monitoring judgments are both concerned with monitoring one's learning progress, they have been analyzed independently so far. To combine these two research perspectives, we propose an integrated model. Two studies empirically tested the factorial structure of metacognitive monitoring and investigated the influence of metacognitive knowledge and motivational components. The studies focused on global (Study 1, N = 396) and situation-specific (Study 2, N = 225) metacognitive monitoring as well as quantitative and qualitative aspects of metacognitive monitoring (both studies). Metacognitive monitoring was characterized by three separate but correlated factors: quantity of monitoring strategy use, quality of monitoring strategy use, and judgment accuracy. Furthermore, common (metacognitive knowledge, expectancy of success) and specific (attainment value) determinants of metacognitive monitoring were identified.