28th International Congress of Psychology August 8 ... - U-netSURF

on correctness monitoring, correctness control, pace control and estimate.
2075.5 New structure of students’ self-regulated learning ability (SSRLA), Zhen Wu, Xin
Zhao, Kezu Hu, Guicai Xian, Xingchuan Song, Tianjin University of Technology and Education,
China
Students’ self-regulated learning ability (SSRLA) is highly regarded because of its special status in
learning activity. The purpose of the present study was to explore new structure of SSRLA. All of
the 562 subjects from Grade 3,4,5,6,7,8,10,11 were examined by means of Student Questionnaire.
The results revealed: SSRLA consists of 3 dimensionalities and 11 sub-dimensionalities. 3
dimensionalities include self-monitoring, self-analyzing, self-controlling and adjusting. 11
sub-dimensionalities include goal-monitoring, plan-monitoring, result-monitoring,
state-monitoring, strategy-monitoring in self-monitoring; self-evaluating, self-attributing,
self-summarizing in self-analyzing; self-controlling, self-adjusting, self-remedying in
self-controlling and adjusting.
2075.6 Enhancing students’ metacognitive awareness of reading strategies in English teaching,
Qiao Li 1 , Zhen Lin 2 , 1 English Dept. People'Education Press, China; 2 Beijing Institute of
Petrochemical Technology, China
The Metacognitive Awareness of Reading Strategies Inventory, a new self-report instrument, is
used to enhance students’ metacognitive awareness and perceive use of reading strategies while
reading school-related materials. There were 3 strategy factors: Global Reading Strategies,
Problem-Solving Strategies, and Support Reading Strategies. Directions for administering and
scoring the instrument are provided, and suggestions for interpreting the results obtained are
offered. Finally, implications for reading research and instruction are discussed.
2075.7 Judgment of causality: Contingency learning or signal detection? Lorraine Allan,
Shepard Siegel, Jason Tangen, McMaster University Canada
In contingency judgments, the cue is present (C) or absent (~C), the observer predicts whether the
outcome will be present (Y) or absent (N), and then the outcome occurs (O) or not (~O). In signal
detection, the signal is present (C) or absent (~C), the observer reports the signal was present (Y)
or absent (N), and then feedback indicates the signal occurred (O) or not (~O). In both cases, the
data are summarized by the same two conditional probabilities: P(Y|C) and P(Y|~C). We will
discuss the conceptual relationship between the tasks, and present a signal detection analysis of
contingency data.
2075.8 What kinds of students’ activities promote the use of diagrams in mathematical problem
solving? Yuri Uesaka 1 , Emmanuel Manalo 2 , 1 The University of Tokyo, Japan; 2 The University
of Auckland, New Zealand
This study investigated the promotion of diagram use by focusing on students’ daily activities in
class, and comparing students in Japan (n=291) and New Zealand (n=323). Algebra problems and
questionnaires were administered. The results revealed that New Zealand students used diagrams
more often than Japanese students. New Zealand students also evidenced higher scores on items
suggesting the use of diagrams as tools for themselves, and these items were correlated with actual
diagram use. In contrast, Japanese students evidenced higher scores on items suggesting better
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