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Psychology  2026 

The Role of Metacognitive Prompting in Facilitating Integration across Multiple Texts

DOI: 10.4236/psych.2026.179044, PP. 883-902

Keywords: Multiple-Text Integration, Self-Regulated Learning, Reading Intervention, Reading Strategies, Metacognition

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Abstract:

This research examines the role of a metacognitive prompting intervention based on Winne and Hadwin’s (1998) model of self-regulated learning. Using a pretest-posttest design, undergraduate learners were randomly assigned to one of three conditions: metacognitive prompting, metacognitive prompting with an integration reminder, and a control group. Learners in the treatment conditions received scaffolded prompts as they read three informational texts. Outcomes measured after learners engaged in study included a Metacognitive Awareness Inventory (MAI), a self-efficacy measure, a knowledge assessment, an adapted version of Br？ten & Str？ms？’s (2011) Multiple-Text Strategy Inventory (MTSI), and an integrative essay. Learners’ knowledge improved significantly from pretest to posttest across all conditions. However, after controlling for prior knowledge, the conditions did not differ significantly on any post-intervention outcome. Descriptively, the metacognitive prompting group tended to score at or above the other groups and the group receiving additional integration reminders tended to score lowest. Prior knowledge and self-reported strategic processing were the strongest correlates of comprehension and integration performance. Findings suggest that engaging learners in an integrative multiple-text task supports content learning regardless of prompting, and that individual differences in prior knowledge and strategic processing relate to integration performance.

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