Knowledge exploration among students: role of feedback, feeling of confidence, and academic motivation

IF 3.9 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Jaya Shukla, Ram Manohar Singh
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引用次数: 0

Abstract

Knowledge exploration refers to actively seeking information, ideas, and experiences, often beyond immediate task requirements. Previous research on exploratory behaviour has predominantly focused on visual and perceptual forms of exploration, overlooking the academic aspect, where the aim is to bridge knowledge gaps. To test the effect of task and individual factors on knowledge exploration, an experimental study was conducted on 100 high school students in two sessions. In the first session, participants answered 15 multiple-choice questions without receiving immediate feedback but were given the opportunity to explore the answers. In the second session, immediate feedback was provided after each response. The results indicated that knowledge exploration was more likely to occur when students answered the questions wrongly, and the feedback on the accuracy of answers significantly enhanced knowledge exploration for incorrect answers. Session 2 also investigated the impact of factors such as Feeling of Confidence (FOC), confidence error, and intrinsic and extrinsic academic motivation on knowledge exploration. A multilevel ordinal logit model was employed to analyse the within-person and between-person relationships among these variables. The findings revealed that FOC, confidence error, and intrinsic motivation positively predicted knowledge exploration, whereas extrinsic motivation had a negative effect. These findings have significant implications for educational practice and policy. Educators can structure their course materials to cultivate students’ metacognitive awareness, thereby promoting deep engagement and enhancing their learning experience.

Abstract Image

学生的知识探索:反馈、自信感和学习动机的作用
知识探索指的是积极寻求信息、想法和经验,往往超出了直接任务的要求。以往对探索行为的研究主要集中在视觉和知觉方面的探索,而忽略了学术方面的探索,因为学术探索的目的是弥补知识差距。为了检验任务和个人因素对知识探索的影响,我们对 100 名高中生进行了一项实验研究,分两个阶段进行。在第一个环节中,参与者回答了 15 道多项选择题,但没有得到即时反馈,而是有机会探索答案。在第二个环节中,每次回答后都会立即得到反馈。结果表明,当学生答错问题时,更有可能进行知识探索,而关于答案准确性的反馈则显著增强了学生对错误答案的知识探索。第二部分还研究了自信感(FOC)、自信错误、内在和外在学习动机等因素对知识探索的影响。研究采用了多层次序数对数模型来分析这些变量之间的人内和人际关系。研究结果显示,FOC、信心误差和内在学习动机对知识探索有正向预测作用,而外在学习动机则有负向影响。这些发现对教育实践和政策具有重要意义。教育工作者可以通过构建课程材料来培养学生的元认知意识,从而促进学生深度参与并增强他们的学习体验。
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来源期刊
CiteScore
6.20
自引率
15.20%
发文量
39
期刊介绍: The journal "Metacognition and Learning" addresses various components of metacognition, such as metacognitive awareness, experiences, knowledge, and executive skills. Both general metacognition as well as domain-specific metacognitions in various task domains (mathematics, physics, reading, writing etc.) are considered. Papers may address fundamental theoretical issues, measurement issues regarding both quantitative and qualitative methods, as well as empirical studies about individual differences in metacognition, relations with other learner characteristics and learning strategies, developmental issues, the training of metacognition components in learning, and the teacher’s role in metacognition training. Studies highlighting the role of metacognition in self- or co-regulated learning as well as its relations with motivation and affect are also welcomed. Submitted papers are judged on theoretical relevance, methodological thoroughness, and appeal to an international audience. The journal aims for a high academic standard with relevance to the field of educational practices. One restriction is that papers should pertain to the role of metacognition in learning situations. Self-regulation in clinical settings, such as coping with phobia or anxiety outside learning situations, is beyond the scope of the journal.
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