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Far Transfer of Metacognitive Regulation: From Cognitive Learning Strategy Use to Mental Effort Regulation
Abstract
Training of self-regulated learning is most effective if it supports learning strategies in combination with metacognitive regulation, and learners can transfer their acquired metacognitive regulation skills to different tasks that require the use of the same learning strategy (near transfer). However, whether learners can transfer metacognitive regulation skills acquired in combination with a specific learning strategy to the regulation of a different learning strategy (far transfer) is still under debate. While there is empirical evidence that learners can transfer metacognitive regulation between different learning strategies of the same type (e.g., from one cognitive learning strategy to another), whether transfer also occurs between learning strategies of different types is an open question. Here, we conducted an experimental field study with 5th and 6th grade students (Nβ=β777). Students were cluster-randomized and assigned to one of three groups: two experimental groups receiving different training on the metacognitive regulation of a cognitive learning strategy and one control group receiving no training. After training, students worked on two different tasks; after each task, we measured their metacognitive regulation of a resource management strategy, that is, investing mental effort. Results (based on data from 368 students due to pandemic conditions) indicated far metacognitive regulation transfer: After training, students in the training groups were better able to metacognitively regulate their mental effort than students in the control group. Although effect sizes were small, our results support the hypothesis of far transfer of metacognitive regulation.
