A Case Study of an Ignored Facet: Metacognitive Experiences
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| Title: | A Case Study of an Ignored Facet: Metacognitive Experiences |
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| Authors: | Nesrin Ozturk |
| Source: | e-Kafkas Eğitim Araştırmaları Dergisi, Vol 11, Iss 3, Pp 421-435 (2024) Volume: 11, Issue: 3421-435 e-Kafkas Eğitim Araştırmaları Dergisi e-Kafkas Journal of Educational Research |
| Publisher Information: | e-Kafkas Egitim Arastirmalari Dergisi, 2024. |
| Publication Year: | 2024 |
| Subject Terms: | task-specific performance, 05 social sciences, Education (General), Theory and practice of education, Learning Analytics, confidence judgements, dunning-kruger effect, Metacognitive experience, Dunning-Kruger effect, 0501 psychology and cognitive sciences, Learning Sciences, L7-991, metacognitive experience, Öğrenme Analitiği, 0503 education, LB5-3640, Öğrenme Bilimleri |
| Description: | Metacognitive experiences, a component of metacognition, may have distinctive characteristics at each instance, and they help relate and practice metacognitive knowledge and strategies. This case study examines pre-service teachers’ task-specific metacognitive experiences and strategic planning performances. Data were collected from 187 volunteers via four different tasks with compatible demands and the Metacognitive Experiences Questionnaire, delivered before and after task completion. The reasons behind task selection were coded thematically, and performance scores were coded regarding the complexity of strategic planning. Findings confirmed that strategic planning performance did not vary across tasks, reasons, or class levels. Moreover, while the data did not fit the theoretical model of the Metacognitive Experiences Questionnaire, an exploratory factor analysis produced a three-factor solution for task-specific metacognitive experiences. Task-specific metacognitive experiences in this study may be represented by metacognitive estimates, feelings, and judgments, and they explained 59.5% of the variance. Post-task correctness and confidence judgments were significant predictors. While correctness judgments may facilitate performance, confidence may impose false adequacy judgments, implying the Dunning-Kruger effect. |
| Document Type: | Article |
| File Description: | application/pdf |
| ISSN: | 2148-8940 |
| DOI: | 10.30900/kafkasegt.1437843 |
| Access URL: | https://doaj.org/article/5fba72697c0e46fba1bcb5f7b3557bde https://dergipark.org.tr/tr/pub/kafkasegt/issue/86572/1437843 |
| Accession Number: | edsair.doi.dedup.....7cb3a5a38f5c119ccde9d6f1510c08b8 |
| Database: | OpenAIRE |
Nájsť tento článok vo Web of Science | Abstract: | Metacognitive experiences, a component of metacognition, may have distinctive characteristics at each instance, and they help relate and practice metacognitive knowledge and strategies. This case study examines pre-service teachers’ task-specific metacognitive experiences and strategic planning performances. Data were collected from 187 volunteers via four different tasks with compatible demands and the Metacognitive Experiences Questionnaire, delivered before and after task completion. The reasons behind task selection were coded thematically, and performance scores were coded regarding the complexity of strategic planning. Findings confirmed that strategic planning performance did not vary across tasks, reasons, or class levels. Moreover, while the data did not fit the theoretical model of the Metacognitive Experiences Questionnaire, an exploratory factor analysis produced a three-factor solution for task-specific metacognitive experiences. Task-specific metacognitive experiences in this study may be represented by metacognitive estimates, feelings, and judgments, and they explained 59.5% of the variance. Post-task correctness and confidence judgments were significant predictors. While correctness judgments may facilitate performance, confidence may impose false adequacy judgments, implying the Dunning-Kruger effect. |
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| ISSN: | 21488940 |
| DOI: | 10.30900/kafkasegt.1437843 |