Drawing on PISA 2018 data from 12,058 students in China (Beijing, Shanghai, Jiangsu, and Zhejiang; B-S-J-Z), this study examined how metacognitive strategy knowledge, reading motivation, and perceived classroom environments are configured within adolescents’ reading systems. Guided by a self-regulated reading perspective, we combined regularized partial correlation network analysis, Latent Profile Analysis (LPA), and the Network Comparison Test (NCT) to identify central cognitive-affective nodes, classify reader profiles, and compare classroom-related association patterns across profiles. Reading enjoyment occupied the most central position in the cognitive-affective network, whereas the three strategy knowledge indicators formed a closely connected cognitive cluster. LPA identified four profiles: under-resourced readers, strategic but limited-motivation readers, strategically engaged readers, and motivated but strategy-limited readers. Reading literacy followed a consistent profile gradient, with strategically engaged readers scoring highest and under-resourced readers scoring lowest. The motivated but strategy-limited profile scored substantially higher than the under-resourced profile, suggesting that motivational resources remain educationally meaningful even when reported strategy knowledge is weaker. In the extended network, teacher enthusiasm, disciplinary climate, and reading enjoyment formed a connected classroom-affective pattern; significant network differences appeared only between under-resourced and strategically engaged readers. These findings suggest that reading literacy in high-performing contexts is better understood through configurations of strategy knowledge, motivation, and classroom associations than through isolated predictors.
This study proposes metanoticing as a concept that reframes teacher cognition. Teacher noticing has generally been examined through the processes of attending, interpreting, and deciding. However, how teachers monitor, evaluate, and regulate their own noticing processes has not been sufficiently addressed in the literature. Drawing on metacognitive theory, this study suggests that noticing itself can become the object of metacognitive regulation. Within this framework, metanoticing is conceptualized as the process by which the teacher becomes aware of and regulates their own noticing. Integrating key literature from both domains (metacognition and noticing), we argue that teacher noticing can fundamentally become the object of metacognition. By framing metanoticing as a core dimension of professional expertise, we provide a theoretical architecture that explains how noticing processes are actively monitored, evaluated, and regulated. We articulate how metacognitive functions operate within the core phases of noticing and discuss their implications for teacher learning, professional development, and future research. Metanoticing, we contend, provides a promising lens for investigating the development of teacher expertise and designing teacher education programs that promote reflective instructional practice.
Considering the crucial role of self-regulated learning (SRL) in L2 learners’ use of feedback, our study explored how SRL influences students' engagement with peer feedback in writing in the Chinese EFL contexts. To this end, we employed a mixed-methods design and collected data from questionnaires, students’ writing samples, peer feedback, and semi-structured interviews. The quantitative results from the questionnaires (N = 293) revealed that SRL was correlated to and positively predicted L2 learners’ affective, behavioral, and cognitive engagement with peer feedback in writing. The qualitative findings (N = 6) showed that there were conspicuous differences between skilled and less-skilled self-regulators in their affective, behavioral, and cognitive engagement. The learners with high levels of SRL engaged with peer feedback more substantially in the affective, behavioral, and cognitive dimensions than their less-skilled peers. Specifically, skilled self-regulators managed and regulated their negative emotions in revision more effectively, used AI instruments to refine their revisions, and deployed various cognitive/metacognitive operations to derive learning opportunities from peer feedback. These results demonstrated that SRL played an important role in L2 learners’ engagement with peer feedback in writing.
Abstract Rubrics are widely used to enhance self-regulated learning and academic performance, yet the specific roles of their main components (i.e., assessment criteria and performance level descriptions) remain unclear. Using the case of a writing task (i.e., writing an abstract for a scientific article), the present experiment (N = 236) employed a 2×2 factorial design to isolate the effects of the component of performance level descriptions on self-assessment accuracy after an initial writing phase and on performance gains in a revision phase. Results showed that performance level descriptions significantly improved learners’ self-assessment accuracy and entailed differential effects on revision performance. When provided before the revision phase (i.e., during self-assessment), performance level descriptions fostered effective revision, but only for learners who already performed relatively well in the initial writing phase. For learners who performed poorly in the initial writing phase, by contrast, performance level descriptions during self-assessment did not foster – and in some analyses even hindered – subsequent revision. When provided during revision, performance level descriptions scarcely affected performance. The findings underscore the importance of performance level descriptions for accurate self-assessment but not necessarily for task performance, offering guidance for optimizing rubric design in educational practice.
Learning from multiple, partially conflicting documents places high demands on both comprehension and metacomprehension. This study examined how two instructional supports—a generative task and external standards—influence metacomprehension accuracy and regulation in multiple-document reading. Building on prior research showing that both supports can independently improve metacomprehension accuracy, we investigated whether combining them yields additive benefits. A total of N = 163 university undergraduates read multiple documents on a historical controversy and were randomly assigned to one of three conditions: generating forum posts and comparing them with external standards, generating forum posts only, or viewing external standards only. Participants’ metacomprehension judgments and comprehension measures were assessed for essay performance, historical content knowledge, intertextual conflicts (contradictory information across documents), and source–content links (connections between claims and their sources). Regulation was measured via re-reading intentions. The results showed that generating forum posts alone did not improve metacomprehension accuracy. When external standards were added, learners judged their essay performance more accurately than learners who received external standards only, though no benefits emerged for the other comprehension measures. Similarly, learners in the combined condition demonstrated better regulation of source–content links than the expert-only group, whereas other regulation measures were unaffected. In addition, learners relied more strongly on their self-generated forum posts as cues to their comprehension when no external standards were provided. Together, these findings provide some support for the assumption that combining generative tasks with external standards can strengthen metacomprehension accuracy in complex writing tasks. Generative tasks alone can offer learners useful cues, but external standards appear necessary to foster more accurate metacomprehension and regulation.
