Transfer of metacognitive skills in self-regulated learning: an experimental training study
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Transfer of metacognitive skills in self-regulated learning: an experimental training study Corinna Schuster 1
& Ferdinand Stebner
1
& Detlev Leutner
2
& Joachim Wirth
1
Received: 20 March 2019 / Accepted: 21 July 2020/ # The Author(s) 2020
Abstract
Training interventions for self-regulated learning foster the use of strategies and skills as well as their transfer to new learning tasks. Because cognitive strategies or motivation regulation strategies are task-specific, their transfer is limited. In contrast, metacognitive skills are task-general and transferable to a wide variety of learning tasks. Questions arise, therefore, as to whether students transfer metacognitive skills spontaneously and how to support metacognitive skill transfer. Previous research shows that hybrid training, which addresses both metacognitive skills and cognitive strategies, supports near transfer. However, it is not clear whether hybrid training also fosters far transfer of metacognitive skills. In investigating this research question, 233 fifth-grade students were randomly assigned to six different conditions: two hybrid-training conditions (metacognitive skills and one out of two cognitive strategies), two non-hybrid training conditions (“only” one out of two cognitive strategies), and two control training conditions (neither metacognitive skills nor cognitive strategies). After 15 weeks of training, transfer of metacognitive skills to learning tasks similar to training tasks (near transfer) was tested. In the following 15 weeks, all students received a second, non-hybrid training involving a new cognitive strategy. Far transfer of metacognitive skills to the new cognitive strategy was tested afterward. The results show that hybrid training, compared to non-hybrid and control training, improved both students’ near and far transfer of metacognitive skills. Moreover, cognitive strategy use increased in at least one of the hybrid-training conditions. However, since the level of metacognitive skills use remained low, further means to support transfer are discussed. Keywords Self-regulated learning . Metacognitive skills . Transfer . Hybrid training Modern communication and information technologies, new forms of work, and rapid obsolescence affecting acquired knowledge and skills raise the question of what competencies students need for lifelong learning (Kirschner and Stoyanov 2018). For example, students are
* Corinna Schuster [email protected] Extended author information available on the last page of the article
Schuster C. et al.
required to control their own learning processes in a wide variety of learning contexts (Organisation for Economic Co-operation and Development 2016). Self-regulated learning (SRL) promises an effective approach to handle such control in all areas of life. Research on SRL has successfully evaluated different kinds of training interventions (e.g., Paris and Paris 2001; Perels et al. 2005; Stoeger and Ziegler 2008; Zimmerman et al. 2002). However, all the training interventions to date have use
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