Literaturnachweis - Detailanzeige
| Autor/inn/en | Roelle, Julian; Schmidt, Elisabeth Marie; Buchau, Alica; Berthold, Kirsten |
|---|---|
| Titel | Effects of informing learners about the dangers of making overconfident judgments of learning. |
| Quelle | In: The journal of educational psychology, 109 (2017) 1, S. 99-117Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0022-0663 |
| Schlagwörter | Wissen; Metakognition; Sekundarbereich; Schüler; Intervention; Strategie |
| Abstract | Examined the effects of informing learners about the dangers of making overconfident judgments of learning. Learners often insufficiently monitor their comprehension, which results in overconfident judgments of learning and underachievement. In the three present experiments, the authors investigated whether insufficient comprehension monitoring is due in part to the fact that learners are not sufficiently aware of the benefit of comprehension monitoring and thus scarcely engage in this process. As an intervention, learners were informed about the likely negative consequences of failing to monitor their comprehension. Specifically, they were informed about the high frequency of and the detrimental consequences that result from making overconfident judgments of learning. Results of Experiment 1 (42 college students mean age 25 years) showed that for university students, this intervention increased their engagement in comprehension monitoring, led to more cautious judgments of learning, and fostered the acquisition of conceptual knowledge in a subsequent learning phase in which they received instructional explanations relating to a new topic. By contrast, this intervention was less beneficial for 74 eighth graders (aged 13- to 15-year-old). Although the intervention increased their comprehension monitoring and led to more cautious judgments of learning, it did not foster the acquisition of conceptual knowledge from the subsequent explanations (Experiment 2). In Experiment 3, the authors varied whether 97 13- to 15-year-old high school students received (a) information about the frequency of and the detrimental consequences that result from making overconfident judgments of learning and (b) information about effective regulation strategies. Results of this experiment suggest that the limited beneficial effect found in Experiment 2 could be attributed to a lack of knowledge regarding effective regulation strategies for this age group. (ZPID). |
| Erfasst von | Leibniz-Institut für Psychologie, Trier |
| Update | 2018/4 |
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