Executive functions (EF) have been theoretically implicated in multiple text comprehension. Yet, the contributions of EFs to comprehension and integration of multiple texts have not been tested empirically, and instructional supports for text integration grounded in EFs are only beginning to be developed. Using a conflicting-text paradigm, this…

This study examined learners' calibration of their executive function performance and the contribution of learners' calibration accuracy to their self-regulated learning. A measure of calibration bias of EF performance is introduced and an evaluation of the utility of the measure is presented. Direct and indirect measures of EF, an assessment of…

Learners' monitoring judgments during reading are based on a variety of cues, and the roles of task features in promoting and constraining judgment accuracy are beginning to be understood. This work examined task and item characteristics influencing adults' monitoring of performance during reading and study tasks. In Study 1a, adults (N = 242)…

Planning for and evaluating study behaviors are key regulatory skills that present considerable challenge for college learners. This study examined the utility of a targeted intervention tool intended to promote college learners' study time calibration. Through implementation of a weekly, reflective activity, we examined improvement in learners'…

We examined the degree of convergence among self-regulated learning microanalysis, measures of metacognitive monitoring, and a self-regulated learning questionnaire during reading. Participants' reported strategy use during reading, as measured by self-regulated learning microanalysis, was significantly related to scores on a self-regulated…

Background: Researchers have demonstrated significant relations among executive function, metacognition, and self-regulated learning. However, prior research emphasized the use of indirect measures of executive function and did not evaluate how specific executive functions are related to participants' self-regulated learning. Aims: The primary…

Theoretical and empirical support for the benefits of elaborative strategy instruction for middle level students is highlighted. Consistent with the "Keys of Educating Young Adolescents," teaching elaborative strategies enhances academic achievement, engages learners, and empowers students' future independent learning. A transactional…