Does Triggering Learners' Interest Make Them Overconfident?

Autor/inn/en	Senko, Corwin; Perry, Andrew H.; Greiser, Melissa
Titel	Does Triggering Learners' Interest Make Them Overconfident?
Quelle	In: Journal of Educational Psychology, 114 (2022) 3, S.482-497 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Senko, Corwin) ORCID (Perry, Andrew H.) ORCID (Greiser, Melissa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000649
Schlagwörter	Learner Engagement; Metacognition; Expectation; College Students; Self Efficacy; Teaching Methods + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Expectancy; Erwartung; Collegestudent; Self-efficacy; Selbstwirksamkeit; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Educators often use stories, humor, surprise, images, or other ploys to catch students' interest. This form of interest, often called "situational interest" because of how it is triggered by contextual cues, can facilitate learning to some degree. Yet it also may carry risks. This article proposes one such potential risk: flawed metacognition, in the form of inflated judgments of learning (JOLs) and overconfident estimates of future performance (calibration bias). Two experiments tested this hypothesis. In each, college students (Ns = 201, 196) read passages on a novel topic (the physics of lightning in Study 1; the Hare Krishna organization in Study 2), crafted to be relatively dull or interesting. They then reported their interest, JOLs, and performance estimates before completing a test of their topic knowledge. Otherwise, their methods differed in several ways, such as how situational interest was induced and how performance was measured. Despite those differences, the findings from each study confirmed that situational interest inflated participants' JOLs and promoted overconfident performance estimates. Furthermore, Study 2 showed that those inaccurate metacognitive judgments affect studying decisions; due to their inflated JOLs, participants allocated less of their limited time for restudy to the fun passages. Potential moderators are considered, as are implications for interest theory, for metacognition theory, and for educators more generally. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01