Metacognitive Regulation Contributes to Digital Text Comprehension in E-Learning

BURIN, D. I.; SAUX, G; INJOQUE-RICLE, I.; IRRAZABAL N.; BARREYRO, J. P

NY

Encuentro; ST&D 2019: 2019 Annual Meeting of the Society for Text & Discourse; 2019

ST&D

First year college students (N = 219) completed expository digital text reading comprehension tasks in an e-learning course (designed for research purposes), and completed a self-report measure of their metacognitive activities during those tasks. After exploratory and confirmatory factor analyses, two latent factors pertaining to the Global/Monitoring and Problem Solving metacognitive dimensions were extracted. Participants with higher metacognitive skills, higher verbal ability, and more Internet experience, were more likely to correctly answer comprehension questions.