Browsing by Subject "Metacognition"
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Item Confusion as an emotional metacognitive experience : students’ voices making sense of confusion during learning(2021-12-08) Zengilowski, Allison Nicole; Schallert, Diane L.; Muenks, Katherine M; Yan, Veronica X; Jordan, Michelle EConfusion is a frequent and important experience accompanying the learning process, characterized as both affective and cognitive, and especially prevalent during complex learning. Although research has highlighted confusion’s affective processes and its connection to learning outcomes, students’ lived experiences, what they think about confusion, and what impacts their responses to their experience of confusion have been largely overlooked. Guiding questions for the two studies comprising this project focused on what learners decided to do when confused and what factors played a role in determining the path they took when experiencing confusion. Qualitative methodologies rooted in grounded theory (Corbin & Strauss, 2008) were used in these investigations. Focus group sessions were conducted in Study 1 (n = 27), with students expressing that confusion was a negative experience but useful for learning. Sources of confusion were cognitive (prior knowledge), affective (relational/emotional status), and contextual (classroom factors), and students recognized their confusion either when initially comprehending or when applying new knowledge. Students relied on themselves and others to resolve confusion, or they ignored it, temporarily or permanently. Factors influencing how students responded to confusion included prior experiences, course goals, and personal/cultural identities. Study 2 examined students’ experiences of confusion in online learning environments, incorporating classroom observations and stimulated recall interviews with 19 participants. Findings from this study were used to create a process model of confusion, illustrating how once students recognize confusion, they choose to address or ignore it. If addressing, learners may move to interim unresolved confusion, and either move to ignore or circle back to addressing the confusion. Addressing confusion leads to one possibility, that the confusion is resolved. Alternatively, if learners ignore confusion, they could do so temporarily, choosing to address it later, or permanently ignore it, resulting in terminal unresolved confusion. Factors impacting students’ decision processes before and while they address or ignore confusion were personal, environmental, and resource related. This research develops an understanding of how students conceptualize confusion and the processes they engage in when confused. By centering students’ voices and highlighting their perceptions and experiences of confusion, the study provides useful insights for researchers as they bolster the theoretical foundations of how to conceptualize confusion and of the ways it can be resolved. Additionally, the study may be useful for practitioners to help them identify appropriate ways to support learners as they move through confusion.Item Considering social cognitive processes in trajectories of adolescent self-esteem development : lay theories of self-diagnostic salience(2019-12-09) O'Brien, Joseph Michael; Yeager, David S.; Brummelman, Eddie; Echols, Catharine H; Woolley, Jacqueline DAdolescents experience varying trajectories of self-esteem development. While self-esteem grows rapidly and stabilizes for most adolescents, around 1 in 5 show continued self-esteem lability and decline—a pattern that predicts enduring problems with mental health and life-course success. Unfortunately, theories to explain or predict these diverging self-esteem trajectories are lacking. This dissertation proposes and tests a novel theoretical framework of self-esteem development. Differing trajectories may be in part explained by variation in adolescents’ lay theories of self-diagnostic salience, defined as a belief that experiencing more salient thoughts and feelings—those that are more intense, frequent, spontaneous, or persistent—serve as evidence that experiences contain self-diagnostic information about “who they really are.” Normative biological changes from puberty provide highly salient experiences in abundance, and negative experiences tend overall to be more salient than positive ones. Thus, adolescents who more strongly endorse a self-diagnostic theory of salience may tend to attribute greater personal importance to negative experiences, leading to increased self-esteem contingency on those experiences. Over time, this pattern of response may tend to undermine healthy self-esteem development compared to those adolescents holding more non-diagnostic theories. To test this proposed account, Chapter 2 describes the construction and initial validation of a novel measure of the lay theory of self-diagnostic salience, also demonstrating wide variation in endorsement among adolescents. Chapter 3 demonstrates that, when faced with particularly intense and therefore salient negative daily events, adolescents with strongly self-diagnostic theories also appraise those events as having increased levels of personal importance and likely stability. Chapter 4 uses a moderated random-intercept cross-lag design to show that theory endorsement predicts both lasting harm to state self-esteem and greater emotional inertia on days following more intense experiences of sadness. Finally, Chapter 5 incorporates 9-month follow-up data to show that theory endorsement at the start of 9th grade predicts more negative self-esteem change at 9th grade’s end, as well as increases in depression symptoms indirectly through self-esteem decline. Chapter 6 reviews the findings in support of this novel account of self-esteem development, describes potential future work, and considers broader implications.Item Effects of metacognition instruction on postsecondary student self-efficacy(2011-05) Roberts, Frank Warner; Svinicki, Marilla D., 1946-The current study proposes an examination of the effects of metacognitive prompting on participants’ self-efficacy when completing a computer-based algebra lesson. Participants will be randomly assigned from the Educational Psychology subject pool. The experimental design contains 4 conditions: before prompts, during prompts, after prompts, or none (control). The data will be analyzed using a one-way ANCOVA with the metacognitive prompt condition as the between subjects factor, the post-test self-efficacy scores serving as the dependent variable, and pre-test self-efficacy scores acting as the covariate.Item The effects of reflective prompts and collaborative learning in hypermedia problem-based learning environments on problem solving and metacognitive skills(2005) Corliss, Stephanie Brooks; Weinstein, Claire E.; Svinicki, Marilla D., 1946-This study was designed to determine what effects reflective prompting and collaborative learning have on students’ problem solving within a computer-based environment and the development and transfer of their problem solving and metacognitive skills. Participants in this study included 298 female college students, who completed the Metacognitive Awareness Inventory, MAI. Then, participants worked either individually or collaboratively through a computer-based problem solving challenge presented in the program, Alien Rescue. They received metacognitive prompts, transfer prompts, both prompts, or no prompts while they worked. Approximately one week later, students completed a near and far transfer task and completed the MAI for a second time. viii Results revealed that there was not a significant main effect of reflective prompting or collaborative learning or an interaction effect on any of the dependent variables: problem solving performance on the task at hand, near transfer task performance, far transfer task performance, and performance on the MAI taken at the end of the study. Reasons for these findings are discussed along with implications for future research.Item Examining the relationships between metacognition, self-regulation and critical thinking in online Socratic seminars for high school social studies students(2009-12) Lee, Shih-ting; Liu, Min, Ed. D.This study examined the relationships between metacognition, self-regulation and students' critical thinking skills and disposition in online Socratic Seminars for ninth grade World Geography and Culture students. Participants of this study came from six intact pre-AP (Pre-Advanced Placement) classes in a public high school in south central Texas in the United States. They were randomly assigned to two groups: a three class treatment group and a three class comparison group. Students in both groups received training on critical thinking skills, Internet security, "netiquette" and the technological tools involved in the online Socratic Seminars. The experimental group performed two metacognitive tasks. They assigned critical thinking tags in the discussion forum and wrote two structured reflection journals after they finished each of the two Socratic Seminar discussions, while the comparison group performed neither of the two metacognitive tasks. Both quantitative and qualitative data were collected for the data analysis. A multivariate analysis of covariance (MANCOVA) showed statistically significant effects of the two metacognitive tasks on students' self-regulation, but not on their critical thinking skills and disposition. The structure equation modeling analysis showed that self-regulation had significant relationships with students' critical thinking disposition, but not with students' critical thinking skills for both the experimental and the comparison groups. The structural equation modeling analysis also revealed an insignificant moderating effect of performing the two metacognitive tasks on the relationship between self-regulation and students' critical thinking. Qualitative data analysis triangulated results from the quantitative analyses.Item The student-artist based tour: determining gallery teaching practice beneficial for an art museum tour centered on students as artists(2010-05) Smith, Lindsey Scott; Mayer, Melinda M.; Bolin, Paul E.The purpose of this study is to provide the fields of art education and museum education with gallery teaching practice that uses students’ prior knowledge of art making as the means to guide interpretation of art in the museum. This study develops touring methods that maintain the identity of the student artists in the context of adult artists’ works in the museum. This investigation is an action-based research study of how a museum educator can develop touring practice to use art objects to enable students to think reflectively on their art making. The results of this study identify the characteristics of an art museum tour that is centered on students and art making. This study demonstrates a framework for teaching in the museum that incorporates constructivist learning theory, social and active learning, a concepts-based approach to art learning, and develops student cognition.Item The impact of learner metacognition and goal orientation on problem-solving in a serious game environment(2018-08) Liu, Sa, Ph. D.; Liu, Min, Ed. D.; Horton, Lucas; Resta, Paul; Keating, XiaofenTo understand the impact of two learner characteristics—metacognition and goal orientation—on problem-solving, this study investigated 159 undergraduate learners’ metacognition, goal orientations, and problem-solving performances and processes in a laboratory setting using a Serious Game (SG) environment—Alien Rescue (AR)—that adopts Problem-based Learning (PBL) pedagogy for teaching space science. Utilizing multiple data sources, including computer log data and problem-solving solution scores within the SG, survey data, gameplay screencast videos, and interview data, this study combined a sequential mixed method design and serious games analytics techniques to answer the following two questions: (a) To what extent are learner problem-solving performance differences based on learner characteristics, and why? (b) To what extent are learner problem-solving process differences based on learner characteristics, and why? The results indicated that (a) learner metacognition affected problem-solving. Specifically, there were statistically significant differences in learner problem-solving performances based on metacognition, and learners also demonstrated different problem-solving processes based on metacognition. (b) Learner goal orientation impacted problem-solving. Particularly, learners in different goal orientation groups had different problem-solving processes. (c) The interaction between metacognition and goal orientations had an impact on learner problem-solving performances. Specifically, learners were clustered into three groups based on these two characteristics, including (a) high metacognition and high multiple goal orientations, (b) low metacognition and medium multiple goal orientations, and (c) medium metacognition and low multiple goal orientations. Learner problem-solving performances were statistically significant based on these three clusters. In addition, learner metacognition and goal orientations together could predict learner problem-solving performances. (d) The interaction between metacognition and goal orientations also had an impact on learner problem-solving processes. These differences in learner problem-solving performances and processes can be explained by learner characteristic differences, the problem complexity, SG design, and Dunning-Kruger effects (i.e., the cognitive bias that people of low metacognitive ability might mistakenly assess their metacognitive level as higher than it is). In addition, this study summarized 10 steps of how to be a successful and efficient problem solver in AR. These steps are as follows: 1) identify the problem correctly; 2) explore the 3D environment by visiting all rooms in AR and look over all tools; 3) discover what one alien species needs to survive in Alien Database; 4) search the Solar System Database for possible planets; 5) develop hypotheses about where this alien species can live; 6) figure out if there is any missing information needed for making a decision; 7) launch probes to gather information in the Probe Design room; 8) check the data from the probe in the Mission Control room; 9) decide whether the selected planet is a good choice for the selected alien species; 10) if so, write a recommendation message with the justification in the Communication Center—if not, go back to step 4. This research offers additional understanding of learner characteristic impacts on problem-solving in SG environments with PBL pedagogy. It can also contribute to future designs of these environments to benefit learners based on their metacognitive levels. In addition, the study limitations and further research in this area are discussed.Item Understanding metacomprehension : a multidimensional examination of metacognitive cues and their impact(2023-12) Hanson, Derek Joseph; Yan, Veronica X.; Schallert, Diane L; Muenks, Katherine M; Henderson, Marlone DMetacomprehension is a cornerstone in self-regulated learning, crucial for calibrating study strategies and resource allocation. Understanding the mechanisms through which learners form their metacomprehension judgments is therefore crucial for both academic success and lifelong learning. Contemporary metacomprehension cue research often relies on a single open-ended response, but this approach assumes that learners possess accurate insights. My research reveals that this assumption is problematic: learners consistently struggle to explicitly report using these cues without additional prompts. The primary objective of this dissertation is to develop and implement innovative methods for measuring the cues learners employ in making metacomprehension judgments. Synthesizing prior research, I created a set of cues for learners not only to report but also to rate their experienced valence as they studied complex learning materials (e.g., text-based essays and instructional videos). My research offers four key contributions. First, it emphasizes the importance of measuring multiple cues over the traditional approach of focusing on a single cue. Second, it reveals that learners are often unaware of the cues affecting their judgments: cue valence ratings were more predictive of their judgments than reported cue use. Third, it demonstrates that the cues that relate to comprehension judgments are not always the same as those that relate to learning. Specifically, cues that reflect the use of deeper strategies are more likely to be uniquely related to comprehension. What this implies is that there may be value in directing learners to focus specifically on the deeper cues that support comprehension. Fourth, it shows how individual differences in reading strategies and topic interest impact the experience of metacognitive cues. Collectively, this series of studies not only introduces a new paradigm for exploring metacomprehension and the cues that inform these judgments but also investigates how patterns of cue use vary across individuals and are differentially associated with comprehension. The final chapter elaborates on these contributions, discussing their implications for future research and potential interventions.