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1.
Inaccurate judgments of task difficulty and invested mental effort may negatively affect how accurate students monitor their own performance. When students are not able to accurately monitor their own performance, they cannot control their learning effectively (e.g., allocate adequate mental effort and study time). Although students' judgments of task difficulty and invested mental effort are closely related to their study behaviors, it is still an open question how the accuracy of these judgments can be improved in learning from problem solving. The present study focused on the impact of three types of instructional support on the accuracy of students' judgments of difficulty and invested mental effort in relation to their performance while learning genetics in a computer-based environment. Sixty-seven university students with different prior knowledge received either incomplete worked-out examples, completion problems, or conventional problems. Results indicated that lower prior knowledge students performed better with completion problems, while higher prior knowledge students performed better with conventional problems. Incomplete worked-out examples resulted in an overestimation of performance, that is, an illusion of understanding, whereas completion and conventional problems showed neither over- nor underestimation. The findings suggest that completion problems can be used to avoid students' misjudgments of their competencies. 相似文献
2.
Screen inferiority in performance and metacognitive processes has been repeatedly found with text learning. Common explanations for screen inferiority relate to technological and physiological disadvantages associated with extensive reading on screen. However, recent studies point to lesser recruitment of mental effort on screen than on paper. Learning tasks involving a heavy reading burden confound technological and physiological media differences with potential media effects on recruitment of mental effort. The present study focused on media effects on effort recruitment. We examined whether screen inferiority remains even with a brief task that nevertheless requires effort recruitment. In two experiments, participants faced three short math problems that require systematic processing to solve correctly. We examined media effect on solving these problems, and the potential of disturbed perceptual fluency (i.e., disfluent versus fluent fonts) to induce effort investment. Overall, there were no performance differences between the media. However, when collecting confidence ratings, disfluency improved performance on screen and hindered it on paper. Only on paper confidence ratings were sensitive to performance differences associated with fluency, and resolution was better with the disfluent font than with the fluent font. Correspondingly, another sample reported on their preference of media for solving the problems. They expressed a clear reluctance to working on screen despite the task being brief. This preference is suggestive of reliable meta-metacognitive judgments reflecting the general lower quality of metacognitive processes on screen. The findings call for considering medium and presentation format effects on metacognitive processing when designing computerized environments, even for brief tasks. 相似文献
3.
Hyunjoo Lee 《教育心理学》2016,36(2):297-322
This study examined how performance feedback type (progress vs. distance) affects Korean college students’ self-regulation and task achievement according to relative goal importance in the pursuit of multiple goals. For this study, 146 students participated in a computerised task. The results showed the interaction effects of goal importance and performance feedback type on self-regulation and task achievement. Specifically, the participants in high goal importance conditions who received distance feedback showed higher self-regulation of metacognition (goal setting), motivation-emotion (efforts investment, task enjoyment) and task achievement (task completion time, task score) than those who received progress feedback. In addition, effort investment and task enjoyment increased in the latter part of the task for the participants in high goal importance conditions who received distance feedback, whereas they decreased for those who received progress feedback. However, the opposite results were shown for the participants in low goal importance conditions. 相似文献
4.
The patterns of brain activation during norm-referenced and criterion-referenced feedback were compared, using the functional magnetic resonance imaging (fMRI). Twenty-two healthy right-handed individuals performed a series of perceptual judgment tasks while their brain activity was recorded. The participants responded to a performance-approach goal survey and performed practice trials prior to scanning, during which their perceived competence toward the novel task was manipulated with bogus performance information. During scanning, the participants received either norm-referenced or criterion-referenced feedback after each performance. The brain regions associated with negative affect including the posterior cingulate cortex, the medial frontal gyrus, and the inferior parietal lobule were recruited during norm-referenced feedback only among the low-competence participants. In contrast, significant activation was observed in the identical cortical areas involved in negative affect during criterion-referenced feedback only among the high-competence participants. Regardless of the level of perceived competence, performance-approach goal scores correlated positively with activation in the brain areas implicated in the negative emotion during norm-referenced feedback. The present findings provide insight into the potential costs and benefits of normative assessment. 相似文献
5.
《Learning and individual differences》2000,12(2):189-208
When approaching achievement tasks, people can focus on different types of goals, for example, task mastery (task orientation) and/or demonstrating one's superior ability (ego orientation). We investigated the extent to which dispositional task and ego orientations towards a personally valued activity predict anticipated affective reactions to a hypothetical situation involving the activity. College students were asked to think of a career-related activity or a competitive sport that was personally important to them. Half of the students were further told that the activity should be one that they enjoyed for its own sake, and the other half were told that the activity should be one at which they wanted to be outstanding. In the hypothetical situation, students imagined that they succeeded at the activity with much effort, but others succeeded with less effort. Task orientation predicted anticipated positive affect in the outstanding performance context, but was not significant in the enjoyment context. Ego orientation predicted anticipated negative affect in the enjoyment context, but was not significant in the outstanding performance context. The ego orientation effects only held for students with low perceived ability. Women scored higher than men on task orientation and anticipated more positive affect. Differences in the task value of competitive sports and career-related activities were also explored. 相似文献
6.
Muhterem Dindar Sanna Järvelä Eetu Haataja 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(5):1577-1596
There is a growing body of research on physiological synchrony (PS) in Collaborative Problem Solving (CPS). However, the current literature presents inconclusive findings about the way in which PS is reflected in cognitive and affective group processes and performance. In light of this, this study investigates the relationship between PS and metacognitive experiences (ie, judgement of confidence, task interest, task difficulty, mental effort and emotional valence) that are manifested during CPS. In addition, the study explores the association between PS and group performance. The participants were 77 university students who worked together on a computer-based CPS simulation in groups of three. Participants’ electrodermal activity (EDA) was recorded as they worked on the simulation and metacognitive experiences were measured with situated self-reports. A Multidimensional Recurrence Quantification Analysis was used to calculate the PS among the collaborators. The results show a positive relationship between continuous PS episodes and groups’ collective mental effort. No relationship was found between PS and judgement of confidence, task interest, task difficulty or emotional valence. The relationship between PS and group performance was also non-significant. The current work addresses several challenges in utilising multimodal data analytics in CPS research and discusses future research directions. 相似文献
7.
Transfer of judgments of control to a target stimulus and to novel stimuli through derived relations
Three experiments examined the effect of response?Coutcome contingencies on human ratings of causal efficacy and demonstrated that such ratings transfer to novel situations through derived stimulus relations. Efficacy ratings generally followed the delta probability rule when positive response-outcome contingencies were employed (Experiment 1) and when some outcomes were not contingent on participants?? responses (Experiment 2). Experiment 3 employed a negative response?Coutcome contingency and manipulated performance expectancies in the task. All three groups overestimated their causal efficacy ratings. A learned helplessness effect was observed when the response?Coutcomes were uncontrollable and in the high-expectancy group when participants?? performance in the task was worse than they had expected. In all experiments, ratings transferred to a stimulus presented during the task and often generalized to novel stimuli through derived relations. These results corroborate the view that outcome probability is a determinant of causal efficacy ratings and that schedules can be employed as UCS in procedures that share characteristics of evaluative conditioning procedures. 相似文献
8.
Accuracy of students’ judgments of learning (JOLs) plays an important role in self-regulated learning. Most studies on JOL accuracy have focused on learning word pairs and text but problems-solving tasks are also very important in education. This study investigated whether children in grade 3 could differentiate in their JOLs between problem-solving tasks that varied in complexity. Participants (N = 76, 8–10 years old) engaged in solving four arithmetic problems, rated mental effort invested in each problem, gave either immediate or delayed JOLs, and completed a test containing isomorphic problems. The negative correlation that was found between invested mental effort and JOLs suggested that children's JOLs are sensitive to differences in complexity of the problem-solving tasks. Results on the relative and absolute accuracy of JOLs showed that immediate JOLs were numerically higher than delayed JOLs, and relative accuracy of immediate JOLs was moderately accurate, whereas delayed JOLs were not. 相似文献
9.
Christiane Baadte Friederike Kurenbach 《European Journal of Psychology of Education - EJPE》2017,32(1):113-131
In the present study, the assumption was tested that expectancy-incongruent feedback in conjunction with explicit self-affirmation directs attention away from the task and to the self. As a result, performance should decrease in resource-sensitive text/picture comprehension tasks as compared to resource-insensitive tasks. Three hundred and thirty-seven fifth graders first completed either easy or difficult text/picture comprehension tasks and then rated their learning outcome. After that, they received bogus feedback that had been congruent or incongruent with their expectations. In addition, half of the participants were given the opportunity for self-affirmation before they completed additional easy or difficult text/picture tasks. As predicted, feedback better than expected or worse than expected impaired performance in the resource-sensitive tasks but only in the self-affirmation condition. The results are discussed with regard to central assumptions of the feedback intervention theory (Kluger and DeNisi, Psychological Bulletin, 119: 254–284, 1996) and practical implications for the provision of feedback. 相似文献
10.
Giving students complex learning tasks combined with peer-assessment tasks can impose a high cognitive load. Scaffolding has proven to reduce cognitive load during learning and improve accuracy on domain-specific tasks. This study investigated whether scaffolding has a similar, positive effect on the learning of peer-assessment tasks. We hypothesised that: (1) domain-specific scaffolding improves domain-specific accuracy and reduces time on task and perceived mental effort, and (2) peer-assessment scaffolding improves peer-assessment accuracy and reduces time on task and perceived mental effort. Additionally, we explored whether there was an interaction between domain-specific and peer-assessment scaffolding. In a 2x2 experiment with the factors domain-specific scaffolding (present, absent) and peer-assessment scaffolding (present, absent), 236 secondary school students assessed the performance of fictitious peers in an electronic learning environment. We found that domain-specific accuracy indeed improved with domain-specific scaffolding, confirming our first hypothesis. Our tests of the second hypothesis, however, revealed surprising results: peer-assessment scaffolding significantly increased accuracy and mental effort during learning, it had no effect on peer-assessment accuracy at the test and led to reduced domain-specific accuracy, even when combined with domain-specific scaffolding. These results suggest that scaffolding students' peer assessment before they have mastered the task at hand can have disturbing effects on students’ ability to learn from the task. 相似文献
11.
It has been shown that the anterior cingulate cortex (ACC) and its dopamine system are crucial for decision making that requires physical/emotional effort, but not for all forms of cost–benefit decision making. Previous studies had mostly employed behavioral tasks with two competing cost–reward options that were preset by the experimenters. However, few studies have been conducted using scenarios in which the subjects have full control over the energy/time expenditure required to obtain a proportional reward. Here, we assessed the roles of the ACC and its dopamine system in cost–benefit decision making by utilizing a “do more get more” (DMGM) task and a time–reward trade-off (TRTO) task, wherein the animals were able to self-determine how much effort or time to expend at a nosepoke operandum for a proportional reward. Our results showed that (1) ACC inactivation severely impaired DMGM task performance, with a reduction in the rate of correct responses and a decrease in the effort expended, but did not affect the TRTO task; and (2) blocking ACC D2 receptors had no impact on DMGM task performance in the baseline cost–benefit scenario, but it significantly reduced the attempts to invest increased effort for a large reward when the benefit–cost ratio was reduced by half. In contrast, blocking ACC D1 receptors had no effect on DMGM task performance. These findings suggest that the ACC is required for self-paced effort-based but not for time–reward trade-off decision making. Furthermore, ACC dopamine D2 but not D1 receptors are involved in DMGM decision making. 相似文献
12.
Loredana Mihalca Christoph Mengelkamp Wolfgang Schnotz 《Metacognition and Learning》2017,12(3):357-379
A possible explanation for why students do not benefit from learner-controlled instruction is that they are not able to accurately monitor their own performance. The purpose of this study was to investigate whether and how the accuracy of metacognitive judgments made during training moderates the effect of learner control on performance when solving genetics tasks. Eighty-six undergraduate students solved self-selected genetics tasks using either a full learner control or a restricted learner control. Results indicated that learner control effectiveness was moderated by the absolute accuracy (i.e., absolute bias) of metacognitive judgments, and this accuracy was a better predictor of learning performance for full learner control than for restricted learner control. Furthermore, students’ prior knowledge predicted absolute accuracy of both ease-of-learning judgments (EOLs) and retrospective confidence judgments (RCJs) during training, with higher prior knowledge resulting in a better absolute accuracy. Overall, monitoring guided control, that is, EOLs predicted time-on-task and invested mental effort regardless of the degree of learner control, whereas RCJs predicted the total training time, but not the number of tasks selected during training. These results suggest that monitoring accuracy plays an important role in effective regulation of learning from problem-solving tasks, and provide further evidence that metacognitive judgments affect study time allocation in problem solving context. 相似文献
13.
Recent research has shown that example study only (EE) and example-problem pairs (EP) were more effective (i.e., higher test performance) and efficient (i.e., attained with less effort invested in learning and/or test tasks) than problem-example pairs (PE) and problem solving only (PP). We conducted two experiments to investigate how different example and problem-solving sequences would affect motivational (i.e., self-efficacy, perceived competence, and topic interest) and cognitive (i.e., effectiveness and efficiency) aspects of learning. In Experiment 1, 124 technical students learned a mathematical task with the help of EEEE, EPEP, PEPE, or PPPP and then completed a posttest. Students in the EEEE Condition showed higher posttest performance, self-efficacy, and perceived competence, attained with less effort investment, than students in the EPEP and PPPP Condition. Surprisingly, there were no differences between the EPEP and PEPE Condition on any of the outcome measures. We hypothesized that, because the tasks were relevant for technical students, starting with a problem might not have negatively affected their motivation. Therefore, we replicated the experiment with a different sample of 81 teacher training students. Experiment 2 showed an efficiency benefit of EEEE over EPEP, PEPE, and PPPP. However, only EEEE resulted in greater posttest performance, self-efficacy, and perceived competence than PPPP. We again did not find any differences between the EPEP and PEPE Condition. These results suggest that, at least when short training phases are used, studying examples (only) is more preferable than problem solving only for learning. Moreover, this study showed that example study (only) also enhances motivational aspects of learning whereas problem solving only does not positively affect students’ motivation at all. 相似文献
14.
Scientific reasoning skills can be acquired through technology-enhanced inquiry tasks or video modeling examples showing how to conduct virtual experiments. However, inquiry tasks can be cognitively demanding for novice learners, whereas video modeling examples can induce overconfidence. The present study investigated the effectiveness of both approaches in isolation and combination. We compared the effects of four groups (example-example, example-task, task-example and task-task) on learning outcomes, perceived difficulty and mental effort, judgments of learning, and monitoring accuracy among 107 seventh graders. In line with our hypotheses, watching a video modeling example first led to lower mental effort, better learning outcomes, and higher judgments of learning than solving an inquiry task first. Contrary to our hypotheses, all groups underestimated their performance. Results for mental effort and learning outcomes corroborate research on worked examples, whereas results for judgments of learning and monitoring accuracy indicate an underconfidence-with-practice effect. 相似文献
15.
Andrew A. Tawfik Karl M. Kochendorfer Dinara Saparova Said Al Ghenaimi Joi L. Moore 《Performance Improvement Quarterly》2014,26(4):75-91
The purpose of the study was twofold: to understand how usability affected physicians' performance as they used an electronic health record (EHR) and to ascertain whether use of a semantic search feature would better support physician performance during an information‐seeking task. Participants (n = 10) were asked to complete two search tasks to find pertinent patient information. In the first task, participants located the information as they normally would (through browsing the EHR). In the second task, participants employed a semantic search tool. Upon task completion, participants were interviewed to further understand their perceptions and information‐seeking behavior in an EHR. Statistically significant results confirmed that participants were able to more efficiently navigate through an EHR in terms of time and number of clicks when using the semantic search feature. Moreover, participants were more confident in the accuracy of their answers when using semantic search compared with the browsing method. Implications for practice are discussed. 相似文献
16.
Renske A.M. de Kleijn M. Tim Mainhard Paulien C. Meijer Mieke Brekelmans Albert Pilot 《Assessment & Evaluation in Higher Education》2013,38(8):1012-1026
A growing body of research has investigated student perceptions of written feedback in higher education coursework, but few studies have considered feedback perceptions in one-on-one and face-to-face contexts such as master’s thesis projects. In this article, student perceptions of feedback are explored in the context of the supervision of master’s thesis projects, using review studies with respect to effective feedback in coursework situations. Online questionnaires were administered to collect data from three cohorts of master’s students who were either working on their thesis or had recently finished it (N?=?1016). The results of the study indicate that students perceive the focus of feedback in terms of a focus on task and self-regulation; they perceive the goal-relatedness of feedback in terms of feed up (goal-setting) and feed back-forward (how am I going and where to next?); and elaboration of feedback is perceived in terms of positive and negative feedback. Furthermore, students that perceive the feedback to be positive, and to provide information on how they are going and what next steps to take, are the most satisfied with their supervision and perceive they are learning most from their supervisor. The findings are discussed in relation to findings in coursework settings, and are explained using goal orientation theories. 相似文献
17.
This study tested the assumption that the effectiveness of feedback with regard to performance, motivation, and affect is moderated by the learners’ self-concept. A total of 72 sixth-graders completed a web-based interactive learning program. Half of the sample received feedback and the other half received no feedback. Differential feedback effects were detected. For students with a positive academic self-concept, feedback led to a decline in performance and in mood but an increase in effort. With regard to participants with a negative self-concept, feedback worked against the decrease in mood but did not increase performance and motivation. These findings support the claim that feedback effects should be assessed with regard to (1) multiple dimensions and (2) possible moderating variables. 相似文献
18.
Feedback can play a vital role in fostering teacher self-efficacy. Social comparisons and feedback valence (positive vs. negative feedback) are assumed to have a large impact on self-efficacy. Therefore, how pre-service teachers perceive social comparisons and feedback valence in peer feedback and the extent to which pre-service teachers (bachelor/master students) and teacher trainers incorporate comments that can have an impact on self-efficacy into their peer feedback merit investigation. Two studies were conducted. The first showed that peer feedback consisting of a social comparison and with positive feedback valence resulted in greater willingness to improve and positive affect. The second study revealed that teacher trainers’ feedback was more specific, whereas bachelor students’ feedback contained more social comparisons than did master students’ and teacher trainers’. Future research and practical implications are discussed. 相似文献
19.
Gavriel Salomon 《教育心理学家》2013,48(1):42-50
It is argued that learning from different sources greatly depends on the differential way in which these sources are perceived, for these perceptions determine to an important extent the mental effort expended in the learning process. Two ideas are discussed in some detail: (a) amount of mental effort investment (AIME), defined as the number of nonautomatic elaborations applied to a unit of material, and measured by self reports; it is seen as capturing the essence of such constructs as depth of processing and mindful processing, and (b) the role played by perceptions, beliefs, and preconceptions which pertain to the nature of a particular class of materials and the effort it demands. Evidence is provided from studies that examined the ways in which TV is perceived, in comparison to print, and how these perceptions affect the actual ways of handling specific materials from each medium. The case is then generalized to other kinds of sources. 相似文献
20.
《教育实用测度》2013,26(4):409-425
A theoretical framework describing the role of classroom assessment in student effort and achievement expected positive relations among perceived characteristics of the assessment task, perceived self-efficacy to do the task, amount of effort invested in the task, and achievement for each classroom assessment event within a classroom assessment environment. Furthermore, the classroom assessment environment and the particular assessment events themselves were hypothesized to make a difference. A study investigating this theoretical framework was designed, using observation, survey, and interview techniques to collect data from 4 classroom assessment events in each of 2 Grade 3 classrooms. In general, expected relations were found among perceptions of task, self-efficacy, effort, and achievement. An exception was that for some assessments, perceived self-efficacy was not correlated with effort. Interview data suggested that extremely high self-efficacy, coupled with an assessment task that posed no challenge to a student, could lead to low perceptions of effort. 相似文献