Metacognition and Learning最新文献_第7页

Normative data and standardization of an international protocol for the evaluation of metacognition in Spanish-speaking university students: A cross-cultural analysis 规范性数据与西班牙语大学生元认知评估国际协议的标准化：跨文化分析

IF 3.3 2区教育学

Metacognition and Learning Pub Date : 2023-03-08 DOI: 10.1007/s11409-023-09338-x

Antonio P. Gutiérrez de Blume, Diana Marcela Montoya Londoño, Lilian R. Daset, Ariel Cuadro, Mauricio Molina Delgado, Olivia Morán Núñez, C. García de la Cadena, María Beatríz Beltrán Navarro, Natalia Arias Trejo, Ana Ramirez Balmaceda, Virginia Jiménez Rodríguez, Aníbal Puente Ferreras, S. Urquijo, Walter L. Arias, L. I. Rivera, Marion K Schulmeyer, J. Rivera-Sánchez

引用次数: 0

A multi-level growth modeling approach to measuring learner attention with metacognitive pedagogical agents 元认知教学主体测量学习者注意力的多层次增长模型方法

IF 3.3 2区教育学

Metacognition and Learning Pub Date : 2023-03-03 DOI: 10.1007/s11409-023-09336-z

Megan D. Wiedbusch, James Lester, R. Azevedo

引用次数: 0

Relating metacognition and executive functions to early mathematical and language skills in children aged 4–5 years 4-5岁儿童的元认知和执行功能与早期数学和语言技能的关系

IF 3.3 2区教育学

Metacognition and Learning Pub Date : 2023-02-08 DOI: 10.1007/s11409-023-09337-y

Xiaoyan Jiao, Anqi Zhang, Xiao-yan Bu

引用次数: 0

The Effects of emotion on judgments of learning and memory: a meta-analytic review 情绪对学习记忆判断的影响：元分析综述

IF 3.3 2区教育学

Metacognition and Learning Pub Date : 2023-01-31 DOI: 10.1007/s11409-023-09335-0

Yue Yin, D. Shanks, Baike Li, T. Fan, Xiao Hu, Chunliang Yang, Liang Luo

引用次数: 1

The effect of a distributed metacognitive strategy intervention on reading comprehension 分布式元认知策略干预对阅读理解的影响

IF 3.3 2区教育学

Metacognition and Learning Pub Date : 2023-01-26 DOI: 10.1007/s11409-023-09334-1

Marek Urban, Kamila Urban, J. Nietfeld

引用次数: 0

Knowledge about others’ knowledge: how accurately do teachers estimate their students’ test scores? 关于他人知识的知识：教师如何准确地估计学生的考试成绩？

IF 3.3 2区教育学

Metacognition and Learning Pub Date : 2023-01-21 DOI: 10.1007/s11409-023-09333-2

Mehmet Akif Güzel, T. Başokçu

引用次数: 0

How evaluating memorability can lead to Unintended Consequences 评估记忆性如何导致意想不到的后果

IF 3.3 2区教育学

Metacognition and Learning Pub Date : 2023-01-21 DOI: 10.1007/s11409-023-09332-3

Dillon H. Murphy, Vered Halamish, Matthew G. Rhodes, A. Castel

引用次数: 4

Metacognitive errors in the classroom: The role of variability of past performance on exam prediction accuracy. 课堂上的元认知错误:过去表现的可变性对考试预测准确性的作用。

IF 3.3 2区教育学

Metacognition and Learning Pub Date : 2023-01-01 DOI: 10.1007/s11409-022-09326-7

Lisa Geraci, Nayantara Kurpad, Robert Tirso, Kathryn N Gray, Yan Wang

{"title":"Metacognitive errors in the classroom: The role of variability of past performance on exam prediction accuracy.","authors":"Lisa Geraci, Nayantara Kurpad, Robert Tirso, Kathryn N Gray, Yan Wang","doi":"10.1007/s11409-022-09326-7","DOIUrl":"https://doi.org/10.1007/s11409-022-09326-7","url":null,"abstract":"Students often make incorrect predictions about their exam performance, with the lowest-performing students showing the greatest inaccuracies in their predictions. The reasons why low-performing students make inaccurate predictions are not fully understood. In two studies, we tested the hypothesis that low-performing students erroneously predict their exam performance in part because their past performance varies considerably, yielding unreliable data from which to make their predictions. In contrast, high-performing students tend to have consistently high past performance that they can rely on to make relatively accurate predictions of future test performance. Results showed that across different exams (Study 1) and different courses (Study 2), low-performing students had more variable past performance than high-performing students. Further, results from Study 2 showed that variability in past course performance (but not past exam performance) was associated with poor calibration. Results suggest that variability in past performance may be one factor that contributes to low-performing students' erroneous performance predictions.","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"18 1","pages":"219-236"},"PeriodicalIF":3.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9643913/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9118149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Remedying the Metamemory Expectancy Illusion in Source Monitoring: Are there Effects on Restudy Choices and Source Memory? 纠正源监测中的元记忆期望错觉:对再学习选择和源记忆有影响吗?

IF 3.3 2区教育学

Metacognition and Learning Pub Date : 2023-01-01 DOI: 10.1007/s11409-022-09312-z

Marie Luisa Schaper, Ute J Bayen, Carolin V Hey

{"title":"Remedying the Metamemory Expectancy Illusion in Source Monitoring: Are there Effects on Restudy Choices and Source Memory?","authors":"Marie Luisa Schaper, Ute J Bayen, Carolin V Hey","doi":"10.1007/s11409-022-09312-z","DOIUrl":"https://doi.org/10.1007/s11409-022-09312-z","url":null,"abstract":"Metamemory monitoring, study behavior, and memory are presumably causally connected. When people misjudge their memory, their study behavior should be biased accordingly. Remedying metamemory illusions should debias study behavior and improve memory. One metamemory illusion concerns source memory, a critical aspect of episodic memory. People predict better source memory for items that originated from an expected source (e.g., toothbrush in a bathroom) rather than an unexpected source (e.g., shampoo in a kitchen), whereas actual source memory shows the opposite: an inconsistency effect. This expectancy illusion biases restudy choices: Participants restudy more unexpected than expected source-item pairs. The authors tested the causal relationships between metamemory and source memory with a delay and a source-retrieval attempt between study and metamemory judgment to remedy the expectancy illusion and debias restudy choices. Debiased restudy choices should enhance source memory for expected items, thereby reducing the inconsistency effect. Two groups studied expected and unexpected source-item pairs. They made metamemory judgments and restudy choices immediately at study or after delay, restudied the selected pairs, and completed a source-monitoring test. After immediate judgments, participants predicted better source memory for expected pairs and selected more unexpected pairs for restudy. After delayed judgments, participants predicted a null effect of expectancy on source memory and selected equal numbers of expected and unexpected pairs. Thus, the expectancy illusion was partially remedied and restudy choices were debiased. Nevertheless, source memory was only weakly affected. The results challenge the presumed causal relationships between metamemory monitoring, study behavior, and source memory.","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"18 1","pages":"55-80"},"PeriodicalIF":3.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9364291/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9117288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

The self-regulation for learning online (SRL-O) questionnaire. 在线学习自我调节(SRL-O)问卷。

IF 3.3 2区教育学

Metacognition and Learning Pub Date : 2023-01-01 DOI: 10.1007/s11409-022-09319-6

Jaclyn Broadbent, E Panadero, J M Lodge, M Fuller-Tyszkiewicz

{"title":"The self-regulation for learning online (SRL-O) questionnaire.","authors":"Jaclyn Broadbent, E Panadero, J M Lodge, M Fuller-Tyszkiewicz","doi":"10.1007/s11409-022-09319-6","DOIUrl":"https://doi.org/10.1007/s11409-022-09319-6","url":null,"abstract":"The Self-Regulation for Learning Online (SRL-O) questionnaire was developed to encompass the breadth of motivational beliefs and learning strategies that are often used in online and/or blended learning contexts. No current measure meets all these needs. This study used two non-duplicate samples to provide evidence of the psychometric properties of SRL-O using exploratory factor analyses (sample 1, n = 313), and confirmatory factor analyses, convergent and content validity and reliability (sample 2, n = 321). The SRL-O has a 10-factor structure, made up of (1) online self-efficacy, (2) online intrinsic motivation, (3) online extrinsic motivation, (4) online negative achievement emotion, (5) planning and time management, (6) metacognition, (7) study environment, (8) online effort regulation, (9) online social support, and (10) online task strategies. The SRL-O was also found to have two superordinate factors (motivational beliefs and learning strategies). The SRL-O was demonstrated to be a psychometrically sound measure of online SRL for learners studying in online and blended learning contexts. There is no other online self-regulated learning questionnaire that currently covers such a wide range of motivational beliefs and learning strategies.","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"18 1","pages":"135-163"},"PeriodicalIF":3.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9433525/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9485810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4