Metacognitive Regulation Contributes to Digital Text Comprehension in E-Learning

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

Nueva York

Congreso; 29 annual meeting of the society for text and discourse; 2019

society for text and discourse

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.