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A Study on Adult Students' Metamemory and Related Factors

By 高琦玲


[[abstract]]The purpose of this study is to examine effects of adult students’ metamemory knowledge, memory self-efficacy, task difficulty and the effect of study time on monitoring judgment and memory performance. As proportion of adult students in in-service training is becoming higher and higher, and in adult education field, no one has ever studied on metamemory in Taiwan, therefore this study, taking adult students as researching subject, is in a hope of improving adult study efficiency based on the knowledge of adult metamemory. Subject of this study is junior and senior adult students from an Institute of Technology in evening department, aged between 22 and 35. Important results of this study are as follows: 1. Both metamemory knowledge and memory self-efficacy have effects on monitoring judgment and memory performance, therefore, primary objective of improving learners’ metamemory ability should be firstly based on strengthening learners’ knowledge of metmemory and self-efficacy sense of memory. 2. Metamemory knowledge and memory self-efficacy have different effects on adult students’ self-paced time, adult students with more metamemory knowledge don’t use more study time; but students with higher memory self-efficacy have less study time, this shows that they have more confidence of their study, so it takes them less study time to evaluate themselves. 3. When adult students of metamemory knowledge high-score group and low-score group take monitoring judgments, they don’t use function of regulation of study time. But on memory performance, two groups both show that the more time spent on study, the better performance on memory. 4. Metamemory knowledge of adult students can mitigate effects of task difficulty on monitoring judgment, but in research one and two, the type of affected monitoring judgments are not completely the same, this may be concerned with different memory tasks that the two researches are using. Study time doesn’t have effect on monitoring judgment. On the other hand, adult students with higher memory self-efficacy have higher sensitivity to different study time, and their ease-of-learning judgment is the best under self-paced study condition. 5. Metamemory knowledge of adult students can mitigate the effect of task difficulty and improve their memory performances. About study time, according to research three, adult students can completely master their own study condition, under the condition of self-paced study, their memory performances is not better than their performances under experimenter-paced study condition, this result shows that adult students have a tendency to underestimate their own needed study time. Based on above study results, there are some suggestions about adult education practical work: 1. provide education and training of metamemory knowledge; 2. improve memory self-efficacy of adult students; 3. train adult students about monitoring and control of study time. Suggestions about metamemory related research: 1.develop metamemory in adulthood questionnaire suited for domestic culture and modern society; 2. do further research on results of this research; 3. verify the research results by SEM.

Topics: 成人學生;後設記憶;監測判斷;學習時間分配;記憶表現;作業難度, [[classification]]38
Year: 2011
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