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

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Attributing study effort to data-driven and goal-driven effects: implications for metacognitive judgments.

Asher Koriat¹, Ravit Nussinson

¹Department of Psychology, University of Haifa, Haifa, Israel. Akoriat@Research.haifa.ac.il

Journal of Experimental Psychology. Learning, Memory, and Cognition

|August 19, 2009

Summary

In self-paced learning, effort regulation influences judgments of learning (JOLs). Manipulating attributions of effort, whether goal-driven or data-driven, alters how learners perceive their progress and metacognitive judgments.

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Area of Science:

Cognitive Psychology
Metacognition
Learning Sciences

Background:

Self-paced learning involves effort regulation, which can be goal-driven or data-driven.
Goal-driven effort leads to increased judgments of learning (JOLs) with study time.
Data-driven effort leads to decreased JOLs with study time.

Purpose of the Study:

To investigate the attribution process in self-paced learning.
To determine how learners attribute effort to goal-driven or data-driven regulation.
To examine the impact of effort attribution on metacognitive judgments.

Main Methods:

Learners adopted facial expressions to induce effort.
Effort attributions were manipulated to be either goal-driven or data-driven.
The effect of experienced effort on metacognitive judgments was measured.

Main Results:

The manipulation of effort attribution significantly influenced metacognitive judgments.
When effort was attributed to goal-driven regulation, JOLs were affected differently than when attributed to data-driven regulation.
This demonstrates that the perceived cause of effort is critical for metacognitive outcomes.

Conclusions:

An attribution process is crucial for understanding how effort regulation impacts metacognitive judgments in self-paced learning.
Learners' attributions of effort mediate the relationship between experienced effort and judgments of learning.
Metacognitive judgments are not solely based on study time but also on the interpretation of effort investment.