Effects of Informing Learners about the Dangers of Making Overconfident Judgments of Learning

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: Journal of Educational Psychology, 109 (2017) 1, S.99-117 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000132
Schlagwörter	Comprehension; Progress Monitoring; Student Attitudes; College Students; Intervention; Knowledge Level; Concept Formation; High School Students; Self Management; Metacognition; Foreign Countries; Experimental Groups; Control Groups; Self Esteem; Science Instruction; Training; Prior Learning; Pretests Posttests; Regression (Statistics); Germany + Suchen Sie Ihr Suchwort? Verstehen; Verständnis; Schülerverhalten; Collegestudent; Wissensbasis; Concept learning; Begriffsbildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Selbstmanagement; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ausland; Self-esteem; Selbstaufmerksamkeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausbildung; Vorkenntnisse; Regression; Regressionsanalyse; Deutschland
Abstract	Learners often insufficiently monitor their comprehension, which results in overconfident judgments of learning and underachievement. In the 3 present experiments, we 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, we informed learners about the likely negative consequences of failing to monitor their comprehension. Specifically, we informed them about the high frequency of and the detrimental consequences that result from making overconfident judgments of learning. In Experiment 1 we found 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 13- to 15-year-old high school students: 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, we varied whether 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. The 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01