Metacognitive knowledge of effort, personality factors, and mood state: their relationships with effort-related metacognitive experiences     

Anastasia Efklides  Anastasia Kourkoulou  Frosso Mitsiou  Despina Ziliaskopoulou 《Metacognition and Learning》2006,1(1):33-49

The present study aimed at identifying the effects of mood treatment, personality factors, and metacognitive knowledge of effort–i.e., conceptualization of effort and perceptions of effort regulation–on metacognitive experiences of students, particularly on their reported feeling of difficulty and estimate of effort. The sample comprised 474 students of 5th and 7th grade of both genders. The participants were tested in two phases. In the first phase, they were asked to respond to questionnaires measuring (a) metacognitive knowledge of effort, (b) maths self-concept, (c) goal orientations, and (d) a test of maths ability. In the second phase, participants were subjected to mood treatment–neutral, positive, and negative– and were asked to solve a mathematical problem. They also rated their prospective metacognitive experiences before solving the problem and the retrospective ones after solving it. Mood treatment interacted with gender in the case of performance but it had no effect on metacognitive experiences. A series of regression analyses showed that positive mood, personality factors, and feeling of difficulty predicted the prospective estimate of effort. Only feeling of difficulty and performance predicted the retrospective estimate of effort. No effect of metacognitive knowledge of effort on estimate of effort was found.  相似文献   

Adaptation During a Great Economic Recession: A Cohort Study of Greek and Immigrant Youth          下载免费PDF全文

Frosso Motti‐Stefanidi  Jens B. Asendorpf 《Child development》2017,88(4):1139-1155

This study examined how Greek and immigrant youth adapted to school life during the economic recession in Greece. Two cohorts of adolescents (M_age = 12.6 years) were compared, one assessed before the crisis and the other during the crisis (N = 1,057 and 1,052, respectively). Cohort findings were disaggregated by immigrant status, generation, and ethnic group. Crisis‐cohort youth experienced more economic problems, displayed worse conduct, higher levels of absenteeism, and lower self‐efficacy than precrisis youth. The cohorts did not differ in well‐being, school engagement, and academic achievement. Most crisis‐cohort groups showed a pervasive increase in conduct problems compared to the precrisis cohort. However, some of these groups also showed an increase in academic achievement.  相似文献