Correlations between Metacognitive Monitoring Strategies and Autonomous Learning of College Learners
Available Online June 2019.
- https://doi.org/10.2991/iserss-19.2019.117How to use a DOI?
- Meta-cognitive monitoring strategy, autonomous learning, correlation, questionnaire
- 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.
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 -