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Related Concept Videos

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning, patient...
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...
Self-Evaluation Maintenance Model01:29

Self-Evaluation Maintenance Model

The Self-Evaluation Maintenance (SEM) model offers a psychological framework to understand how individuals’ self-esteem is influenced by the achievements of others, particularly those with whom they share close personal bonds. The SEM model operates when personal rather than social identity guides individuals. Central to this model is the notion that individuals have an inherent desire to preserve a favorable self-image, which is continuously shaped by interpersonal comparisons and...
Observational Learning01:12

Observational Learning

Albert Bandura's observational learning, also known as imitation or modeling, occurs when a person observes and imitates another's behavior. It is a quicker process than operant conditioning. A well-known example is the Bobo doll study, where children who saw an adult acting aggressively towards the doll were more likely to act aggressively when left alone, compared to those who observed a nonaggressive adult. Many psychologists view observational learning as a form of latent learning because...
Cognitive Learning01:21

Cognitive Learning

Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
Learning Disabilities01:25

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
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Related Experiment Video

Updated: Jun 5, 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

Judgments of learning and improvement.

Corinne L Townsend1, Evan Heit

  • 1School of Social Sciences, Humanities, and Arts, University of California, Merced, 5200 North Lake Rd, Merced, CA 95343, USA. ctownsend@ucmerced.edu

Memory & Cognition
|January 26, 2011
PubMed
Summary

Learners struggle to accurately judge their learning rate. Judgments of improvement showed poor correlation with actual learning gains, questioning their reliability as a metacognitive tool for study.

Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Metacognition Research

Background:

  • Accurate self-assessment of learning is crucial for effective study strategies.
  • Students' judgments of learning (JOLs) are proposed as a metacognitive tool for optimizing learning.
  • Understanding the accuracy of learning rate judgments is key to evaluating their utility.

Purpose of the Study:

  • To investigate the accuracy of learners' judgments of their learning rate.
  • To determine if self-estimated improvement correlates with actual learning gains.
  • To assess the reliability of learning rate judgments as a metacognitive indicator.

Main Methods:

  • Multi-trial learning experiments using n-gram paragraphs and word pairs.
  • Participants estimated improvement using percentage, 0-6, and absolute number scales.

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Using Learning Outcome Measures to assess Doctoral Nursing Education
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Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

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Last Updated: Jun 5, 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

Using Learning Outcome Measures to assess Doctoral Nursing Education
10:07

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

  • Correlational analyses between estimated and actual learning improvements were conducted.

    • Main Results:

    • Judgments of learning improvement were poorly correlated with actual improvement.
    • In some cases, judgments of improvement were negatively correlated with actual learning.
    • While correlated with changes in judgments of learning, they were not reliable indicators of actual progress.

    Conclusions:

    • Learners' judgments of their learning rate are not reliable indicators of actual learning.
    • The proposed metacognitive utility of learning rate judgments requires further investigation.
    • Findings have implications for theoretical models of metacognition and self-regulated learning.