Differential effects of students' self-directed metacognitive prompts

作者：

Highlights：

• Prompting improves performance dependent from learner characteristics.

• Learners with lower verbal intelligence and reading competence benefit from prompts.

• Learners with higher skills do not benefit or are harmed when being prompted.

摘要

•Prompting improves performance dependent from learner characteristics.•Learners with lower verbal intelligence and reading competence benefit from prompts.•Learners with higher skills do not benefit or are harmed when being prompted.

论文关键词：Metacognition,Metacognitive prompts,Self-directed prompts,Learner characteristics,Aptitude treatment interaction

论文评审过程：Received 9 January 2018, Revised 20 March 2018, Accepted 9 April 2018, Available online 10 April 2018, Version of Record 26 April 2018.

论文官网地址：https://doi.org/10.1016/j.chb.2018.04.022