Metacognition and Learning最新文献_第8页

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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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

The role of achievement emotions for text comprehension and metacomprehension 成就情绪在语篇理解和元理解中的作用

IF 3.3 2区教育学

Metacognition and Learning Pub Date : 2022-12-24 DOI: 10.1007/s11409-022-09331-w

Anja Prinz-Weiß, Laura Lukosiute, M. Meyer, Janina Riedel

引用次数: 2

Temporal change of emotions: Identifying academic emotion trajectories and profiles in problem-solving 情绪的时间变化：识别解决问题中的学术情绪轨迹和概况

IF 3.3 2区教育学

Metacognition and Learning Pub Date : 2022-12-20 DOI: 10.1007/s11409-022-09330-x

Juan Zheng, Susanne P. Lajoie, Shan Li, Hongbin Wu

引用次数: 0

More socio-emotional regulation, more effective? Exploring social regulation of learning in collaborative argumentation among the high and low performing groups 更多的社会情绪调节，更有效？高、低绩效群体合作论证中学习的社会调节探索

IF 3.3 2区教育学

Metacognition and Learning Pub Date : 2022-12-02 DOI: 10.1007/s11409-022-09329-4

Xiaoran Li, Yanyan Li, Wanqing Hu, Keru Li, Lei Gao

引用次数: 2

Metacognitive writing strategies, critical thinking skills, and academic writing performance: A structural equation modeling approach 元认知写作策略、批判性思维技能和学术写作表现:结构方程建模方法

IF 3.3 2区教育学

Metacognition and Learning Pub Date : 2022-11-24 DOI: 10.1007/s11409-022-09328-5

M. Teng, Mei Yue

引用次数: 13

Introduction to the special issue: the role of metacognition in complex skills - spotlights on problem solving, collaboration, and self-regulated learning 专题导论:元认知在复杂技能中的作用-聚焦于问题解决、协作和自我调节学习

IF 3.3 2区教育学

Metacognition and Learning Pub Date : 2022-11-22 DOI: 10.1007/s11409-022-09327-6

Florian Krieger, R. Azevedo, A. Graesser, Samuel Greiff

引用次数: 3

Transfer of metacognitive skills in self-regulated learning: effects on strategy application and content knowledge acquisition 元认知技能在自主学习中的迁移：对策略应用和内容知识获取的影响

IF 3.3 2区教育学

Metacognition and Learning Pub Date : 2022-10-28 DOI: 10.1007/s11409-022-09322-x

Ferdinand Stebner, Corinna Schuster, Xénia Weber, Samuel Greiff, D. Leutner, Joachim Wirth

引用次数: 6

Changed-goal or cue-strengthening? Examining the reactivity of judgments of learning with the dual-retrieval model 目标改变还是线索强化？用对偶检索模型检验学习判断的反应性

IF 3.3 2区教育学

Metacognition and Learning Pub Date : 2022-10-18 DOI: 10.1007/s11409-022-09321-y

M. Chang, C. J. Brainerd

引用次数: 3