ABSTRACT
Derry and Murphy defined a learning strategy as "the collection of mental tactics employed by an individual in a particular learning situation to facilitate acquisition of knowledge or skill". A lack of metacognitive monitoring may lead to not employing more effective learning strategies when they are required. The participants were 67 undergraduate students enrolled in a "Statistics for Psychology I" course held at a university in Tokyo, Japan. Multiple regression analysis was performed with awareness of illusion of knowing in intervention phases I and II as independent variables and the amount of change in organization strategy use as the dependent variable. The relationship between metacognitive monitoring and learning strategy use also provides insight for future studies on metacognition. Prior research has explored whether interventions for accurate monitoring enable participants to effectively regulate their study. The failure of the self-report scale in detecting an effect might be attributable to the items measuring elaboration being too abstract to capture learners' use.
