Examining the effect of judgments of learning (JOLs) on a reading task which involves higher cognitive processes

This study tested models relating metacognitive judgments of learning (JOL) to learners’ choices of information to restudy and achievement in a context of chapter-like text and short-answer test items spanning three cognitive levels: recall, comprehension, and application. Undergraduates (N=180) were randomly assigned to conditions differing by timing of JOLs (none, immediately after study, or delayed by a filler task after study), the presence of objectives, and opportunity to restudy. Results align with Koriat’s (1997) cue-utilization theory and indicate tracing may cue learners to make JOLs. Delayed JOLs in the presence of objectives may help students regulate study. Despite statistically undetectable differences in posttest across conditions, learners who traced performed better if they made delayed JOLs and studied with objectives. This study extends the literature on the role of JOLs in an approximately authentic context.