Calibration to Task Complexity: The Role of Epistemic Cognition

Autor/inn/en	Chevrier, Marianne; Muis, Krista R.; Di Leo, Ivana
Titel	Calibration to Task Complexity: The Role of Epistemic Cognition
Quelle	In: Journal of Experimental Education, 88 (2020) 1, S.1-26 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2019.1584740
Schlagwörter	Undergraduate Students; Beliefs; Climate; Change; Student Attitudes; Learning Strategies; Knowledge Level; Predictor Variables; Cognitive Processes; Difficulty Level; Metacognition; Self Management; Prior Learning; Academic Achievement + Suchen Sie Ihr Suchwort? Belief; Glaube; Klima; Wandel; Schülerverhalten; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Wissensbasis; Prädiktor; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Selbstmanagement; Vorkenntnisse; Schulleistung
Abstract	We examined the role of epistemic cognition in calibration to task complexity before and during learning. Sixty-six undergraduate students were presented with two learning tasks--a simple task and a more complex task--in random order. Prior to learning, offline measures of learners' epistemic beliefs about climate change were taken. An open-ended questionnaire was then used to capture task definitions, goals, and plans. To assess online epistemic cognition and learning strategies used during learning, a think-aloud protocol was employed. Results showed that epistemic beliefs before learning predicted epistemic cognition during learning. Further, results demonstrated that calibration to task complexity before learning was not related to epistemic beliefs but was related to epistemic cognition during learning. These findings suggest that individuals engage in epistemic cognition during learning to better understand the nature of the knowledge to be learned and that this results in better calibration of learning processes to task complexity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01