Correlations between Metacognitive Monitoring Strategies and Autonomous Learning of College Learners

Abstract

Previous researchers found that the adoption of meta-cognitive monitoring strategies is a way to improve the autonomous learning competence of students. However, these researches lack background support as to why meta-cognitive monitoring strategies help to improve autonomous learning. Quantitative correlation between them is rarely studied. By conducting questionnaire survey among college students, this paper studies the status of meta-cognitive monitoring and autonomous learning among college students and investigates the correlation between them. Results of data analysis show that the competences of self-monitoring and autonomous learning of the majority college students are poor; correlation between metacognitive monitoring strategies and autonomous learning is significant. Students who self-monitor their learning well also perform well in their autonomous learning. These findings offer a quantitative support to related researches, and inspire college teachers to update their teaching approaches and assist students to improve their autonomous learning competence through adopting meta-cognitive monitoring strategies. Keywords—Meta-cognitive monitoring strategy; autonomous learning; correlation; questionnaire