Metacognitive monitoring training and academic performance in college

In French universities, only one out of two students is successful in his/her first year. The change of the working rhythm and the importance of self-regulated learning (relying on metacognition) can to a large extent explain these dramatic rates. Techniques have been developed to help students improve monitoring their activities. In this study, we adapted a method tested in previous research, and noticed positive effects on students' performance. This intervention would be easy to implement in university classes, and would benefit students even more if generalized and complemented by techniques focused on more global aspects of metacognition and self-regulated learning. (C) 2017 Societe Francaise de Psychologie. Published by Elsevier Masson SAS. All rights reserved.