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Monitoring, a regulation of cognition component of metacognition, is an essential aspect of self-regulated learning. Monitoring is recognized as learners’ ability to successfully understand what they are learning, and typically involves metacognitive activities such as questioning, reflection, drawing inferences, and self-generating feedback. However, while extant research converges on the notion that monitoring is a malleable and trainable skill, no investigation to date has systematically explored differences in monitoring accuracy effects. Therefore, a meta-analysis was conducted on research that examined the effect of learning strategy instruction on monitoring compared with a control. The meta-analysis explored how weighted effect sizes varied as a function of learning strategies used, study characteristics, and other potential moderators. A systematic search of major databases ultimately produced 56 independent effect sizes involving 7,667 participants, which were subsequently extracted and analyzed. Across the 56 studies, learning strategy instruction interventions yielded a moderate unbiased grand mean effect size (g = –.565; 95% confidence interval [–.639, –.491]), indicating improved monitoring accuracy compared to a control. Moderator analysis results revealed that the weighted mean effect size was larger for studies conducted in laboratories with adult-only samples (ranging in size from 101 to 200 participants) that used deep learning strategies, prediction and postdiction confidence judgments, the difference between prediction–postdiction judgments to calculate monitoring accuracy, and multiple-choice response options for the performance test. Weighted mean effect sizes for the type of monitoring measure, research design, learning strategy instruction duration, and geographic location did not vary significantly among studies. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
