Pub Date : 2023-01-01DOI: 10.1007/s11409-022-09312-z
Marie Luisa Schaper, Ute J Bayen, Carolin V Hey
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.
{"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":"<p><p>Metamemory monitoring, study behavior, and memory are presumably causally connected. When people misjudge their memory, their study behavior should be biased accordingly. Remedying <i>metamemory illusions</i> 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 <i>inconsistency effect</i>. This <i>expectancy illusion</i> 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.</p>","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}
Pub Date : 2023-01-01DOI: 10.1007/s11409-022-09319-6
Jaclyn Broadbent, E Panadero, J M Lodge, M Fuller-Tyszkiewicz
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.
{"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":"<p><p>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, <i>n</i> = 313), and confirmatory factor analyses, convergent and content validity and reliability (sample 2, <i>n</i> = 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.</p>","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}
Pub Date : 2022-12-24DOI: 10.1007/s11409-022-09331-w
Anja Prinz-Weiß, Laura Lukosiute, M. Meyer, Janina Riedel
{"title":"The role of achievement emotions for text comprehension and metacomprehension","authors":"Anja Prinz-Weiß, Laura Lukosiute, M. Meyer, Janina Riedel","doi":"10.1007/s11409-022-09331-w","DOIUrl":"https://doi.org/10.1007/s11409-022-09331-w","url":null,"abstract":"","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"18 1","pages":"347 - 373"},"PeriodicalIF":3.3,"publicationDate":"2022-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46167287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-02DOI: 10.1007/s11409-022-09329-4
Xiaoran Li, Yanyan Li, Wanqing Hu, Keru Li, Lei Gao
{"title":"More socio-emotional regulation, more effective? Exploring social regulation of learning in collaborative argumentation among the high and low performing groups","authors":"Xiaoran Li, Yanyan Li, Wanqing Hu, Keru Li, Lei Gao","doi":"10.1007/s11409-022-09329-4","DOIUrl":"https://doi.org/10.1007/s11409-022-09329-4","url":null,"abstract":"","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"18 1","pages":"261-293"},"PeriodicalIF":3.3,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41459236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-22DOI: 10.1007/s11409-022-09327-6
Florian Krieger, R. Azevedo, A. Graesser, Samuel Greiff
{"title":"Introduction to the special issue: the role of metacognition in complex skills - spotlights on problem solving, collaboration, and self-regulated learning","authors":"Florian Krieger, R. Azevedo, A. Graesser, Samuel Greiff","doi":"10.1007/s11409-022-09327-6","DOIUrl":"https://doi.org/10.1007/s11409-022-09327-6","url":null,"abstract":"","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"17 1","pages":"683 - 690"},"PeriodicalIF":3.3,"publicationDate":"2022-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45510267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-28DOI: 10.1007/s11409-022-09322-x
Ferdinand Stebner, Corinna Schuster, Xénia Weber, Samuel Greiff, D. Leutner, Joachim Wirth
{"title":"Transfer of metacognitive skills in self-regulated learning: effects on strategy application and content knowledge acquisition","authors":"Ferdinand Stebner, Corinna Schuster, Xénia Weber, Samuel Greiff, D. Leutner, Joachim Wirth","doi":"10.1007/s11409-022-09322-x","DOIUrl":"https://doi.org/10.1007/s11409-022-09322-x","url":null,"abstract":"","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"17 1","pages":"715 - 744"},"PeriodicalIF":3.3,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45368036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-18DOI: 10.1007/s11409-022-09321-y
M. Chang, C. J. Brainerd
{"title":"Changed-goal or cue-strengthening? Examining the reactivity of judgments of learning with the dual-retrieval model","authors":"M. Chang, C. J. Brainerd","doi":"10.1007/s11409-022-09321-y","DOIUrl":"https://doi.org/10.1007/s11409-022-09321-y","url":null,"abstract":"","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"18 1","pages":"183-217"},"PeriodicalIF":3.3,"publicationDate":"2022-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46530829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-14DOI: 10.1007/s11409-022-09324-9
Björn Nicolay, Florian Krieger, Matthias Stadler, Mari-Pauliina Vainikainen, M. A. Lindner, Anne Hansen, Samuel Greiff
{"title":"Examining the development of metacognitive strategy knowledge and its link to strategy application in complex problem solving – a longitudinal analysis","authors":"Björn Nicolay, Florian Krieger, Matthias Stadler, Mari-Pauliina Vainikainen, M. A. Lindner, Anne Hansen, Samuel Greiff","doi":"10.1007/s11409-022-09324-9","DOIUrl":"https://doi.org/10.1007/s11409-022-09324-9","url":null,"abstract":"","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"17 1","pages":"837 - 854"},"PeriodicalIF":3.3,"publicationDate":"2022-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41334918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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