Proceedings of the 2nd International Seminar on Education Research and Social Science (ISERSS 2019)

Correlations between Metacognitive Monitoring Strategies and Autonomous Learning of College Learners

Authors
Jing Gao
Corresponding Author
Jing Gao
Available Online June 2019.
DOI
https://doi.org/10.2991/iserss-19.2019.117How to use a DOI?
Keywords
Meta-cognitive monitoring strategy, autonomous learning, correlation, questionnaire
Abstract
Previous researchers found that the adoption of meta-cognitive monitoring strategies is a way to improve the autonomous learning competence of students. However, these researches lack background support as to why meta-cognitive monitoring strategies help to improve autonomous learning. Quantitative correlation between them is rarely studied. By conducting questionnaire survey among college students, this paper studies the status of meta-cognitive monitoring and autonomous learning among college students and investigates the correlation between them. Results of data analysis show that the competences of self-monitoring and autonomous learning of the majority college students are poor; correlation between meta-cognitive monitoring strategies and autonomous learning is significant. Students who self-monitor their learning well also perform well in their autonomous learning. These findings offer a quantitative support to related researches, and inspire college teachers to update their teaching approaches and assist students to improve their autonomous learning competence through adopting meta-cognitive monitoring strategies.
Open Access
This is an open access article distributed under the CC BY-NC license.

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Cite this article

TY  - CONF
AU  - Jing Gao
PY  - 2019/06
DA  - 2019/06
TI  - Correlations between Metacognitive Monitoring Strategies and Autonomous Learning of College Learners
BT  - Proceedings of the 2nd International Seminar on Education Research and Social Science (ISERSS 2019)
PB  - Atlantis Press
SP  - 258
EP  - 261
SN  - 2352-5398
UR  - https://doi.org/10.2991/iserss-19.2019.117
DO  - https://doi.org/10.2991/iserss-19.2019.117
ID  - Gao2019/06
ER  -