Can metacognitive accuracy be altered through prompting in biology text reading?

Abstract Metacognitive accuracy is understood as the congruency of subjective evaluation and objectively measured learning performance. With reference to cue utilisation framework embedded-processes model working memory , we proposed that prompts impact attentional processes during learning. Through guided prompting, learners place their attention on specific information process. We assumed will be taken into account when comprehension judgments are formed. Subsequently, metacognitive altered. Based results this online study with pre-service biology teachers, can neither confirm nor reject our main hypothesis assume small effects prompting if there any. Learning performance judgment were not found impacted by use resource- deficit-oriented prompting. Other measurements self-evaluation (i.e. satisfaction outcome prediction about prolonged comprehension) influenced through The provides merely tentative evidence for altered processing Results discussed in light settings which effectiveness prompt implementation might have been restricted compared a classroom environment. provide recommendations aim facilitate effectiveness, so both resource-oriented contribute skill development they applied appropriately.