Guidance for metacognitive judgments: A thinking-aloud analysis inmath problem solving

The aim of the present study was to examine the effect of an intervention program -based on the IMPROVE guidance for metacognitive judgments- on fourth-grade students (n = 13), compared to a control group (n = 13) that was not exposed to metacognitive guidance. A qualitative analysis was performed on the thinking-aloud process data in the three phases of Self-Regulated Learning (SRL) -planning, monitoring and reflection? while solving a non-routine math problem. The process analysis in each phase focused on SRL statements referring to metacognition (knowledge of cognition and control), motivation (mastery goals and self-efficacy), and metacognitive judgments, namely, ease of learning, judgment of learning, feeling of knowing, and confidence. The findings indicated that students in the intervention program achieved more correct solutions on the non-routine problem than the control group. Moreover, there were differences regarding statements related to SRL and metacognitive judgments in the different SRL phases. The implications of the study are discussed.