Metacognition and self-regulating learning strategies in returning adult baccalaureate students

The purpose of this study was to investigate changes in metacognitive knowledge, strategy use, and self-system attributes subsequent to the application of an intervention in a sample audience of returning, adult baccalaureate students.; The population for this study was chosen because much of the research in this area has focused on the early years of learning or on high or low functioning adults. By examining returning adult college students, this study explores whether or not such learners can strengthen their metacognitive knowledge and strategy use through the teaching/learning of self-regulating learning strategies.; To measure changes in strategy use, metacognitive awareness, and self-system attributes, a multi-phase, multi-method procedure was used. In phase one, a pre and posttest intervention was used. In phase two, a portion of the subject pool from phase one participated in a Think Aloud Protocol and a follow up interview. Participants were randomly divided into experimental and control groups. There were 30 in the experimental group (n = 30) and 28 (n = 28) in the control group.; Results. Analysis of the pre and posttest indicated that those learners who were taught to use strategies used them more often than did the control group, and increased the strength of their metacognitive awareness and self-system attributes. All participants in the experimental group benefited from being taught metacognitive and self-regulating learning strategies. The experimental group used general strategies more often than did the control group. All 5 behaviors in the general approaches category changed significantly in the intended direction and of the 14 behaviors in the reading category, 11 changed significantly in the intended direction. In the categories representing metacognitive awareness and self-system attributes, all behaviors in the experimental group changed significantly in the intended direction; none of the behaviors of the control group changed.; The results of the pretest and the posttest indicate that the intervention was successful. Behaviors changed as a result of the intervention, and crucial behaviors, in particular, were changed. The fact that both self-regulating strategy use and self-system attributes were strengthened as a result of the intervention is a welcomed outcome for adult degree programs that seek to strengthen these highly valued characteristics in returning adults.; Phase two of the study consisted of a Think Aloud Protocol and follow up interview. The analysis of the think aloud protocol allowed for enrichment of the data provided in the pre and posttest. Participants in the Think Aloud Protocol read two texts, a simple and a complex text, and reported out loud their mental activity as they engaged in their reading. Results from the think aloud protocol supported the results of the pre and posttest.; For both groups, an interest in increased metacognitive awareness emerged. For the experimental group, the teaching of strategies built on familiarity with goal directed thinking. For the control group, it appeared that such teaching would have been welcomed, particularly to support expressed interest in efficacy and success.