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Related Concept Videos

Self-Evaluation: Self-Enhancement and Self-Verification03:00

Self-Evaluation: Self-Enhancement and Self-Verification

Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...
Strategies of Self-Presentation II: Self-Verification01:17

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Self-verification is a fundamental psychological drive wherein individuals seek affirmation of their self-concept from others, striving for consistency between their internal self-view and external perceptions. This drive operates even when the self-concept is negative, influencing interpersonal behavior and feedback preferences in complex and often counterintuitive ways. Unlike the self-enhancement motive, which seeks positive evaluations, self-verification prioritizes coherence and...
Self-Presentation: Self-Monitoring and Self-Handicapping02:05

Self-Presentation: Self-Monitoring and Self-Handicapping

People can go to great lengths to protect their self-image and present themselves in ways that they want others to see them. Sociologist Erving Goffman presented the idea that a person is like an actor on a stage. Calling his theory dramaturgy, Goffman believed that we use “impression management” to present ourselves to others as we hope to be perceived. Each situation is a new scene, and individuals perform different roles depending on who is present (Goffman, 1959). Think about the way you...
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Self-Efficacy01:29

Self-Efficacy

Self-efficacy is the belief in one's capacity to organize and execute actions necessary to manage prospective situations. This belief significantly influences how individuals approach goals, tasks, and challenges across different domains of life.Psychological and Educational ImpactsIndividuals with strong self-efficacy are more resilient in the face of difficulties. They are more likely to adopt effective problem-solving strategies, persist through obstacles, and regulate emotions such as...
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In general, a schema is a mental construct consisting of a cluster or collection of related concepts (Bartlett, 1932). There are many different types of schemata, and they all have one thing in common: schemata are a method of organizing information that allows the brain to work more efficiently. When a schema is activated, the brain makes immediate assumptions about the person or object being observed.

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Related Experiment Video

Updated: Jun 22, 2026

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Learners' choices and beliefs about self-testing.

Nate Kornell1, Lisa K Son

  • 1UCLA Department of Psychology, 1285 Franz Hall, Los Angeles, CA 90095-1563, USA. nkornell@ucla.edu

Memory (Hove, England)
|May 27, 2009
PubMed
Summary

Students often choose self-testing while studying, despite believing it

Area of Science:

  • Cognitive psychology
  • Educational psychology
  • Metacognition

Background:

  • Students make numerous decisions during study sessions.
  • Self-testing is a common study strategy.
  • Understanding the beliefs behind study choices is crucial for effective learning.

Purpose of the Study:

  • To investigate the effectiveness of self-testing as a study strategy.
  • To examine students' beliefs about the efficacy of different study methods.
  • To understand the motivations behind choosing self-testing over other methods.

Main Methods:

  • A flashcard-like procedure was used for studying word pairs.
  • Two study modes were employed: pair mode (seeing the full pair) and test mode (cue-target generation).

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Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
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Last Updated: Jun 22, 2026

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
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Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

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  • Participants rated effectiveness or chose between study modes, followed by a questionnaire.

    • Main Results:

    • Participants incorrectly believed pair mode led to more learning than test mode.
    • Despite this belief, participants frequently chose the test mode.
    • Self-testing choices were driven by a desire to diagnose learning, not enhance it.

    Conclusions:

    • There is a discrepancy between students' metacognitive beliefs and their actual study choices.
    • Self-testing is often used as a diagnostic tool rather than a learning enhancer.
    • Educational strategies should address this metacognitive mismatch to improve learning outcomes.