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Judgments of learning (JOLs) depend on how learners regulate study effort. Whether JOLs increase or decrease with study time hinges on whether effort regulation is goal-driven or data-driven, respectively.

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Area of Science:

  • Cognitive Psychology
  • Metacognition
  • Educational Psychology

Background:

  • Self-paced learning involves regulating study effort.
  • Judgments of learning (JOLs) are predictions of future memory performance.
  • Study effort regulation can be goal-driven (based on item importance) or data-driven (based on processing fluency).

Purpose of the Study:

  • To investigate how the type of effort regulation (goal-driven vs. data-driven) influences the relationship between study time, perceived effort, and judgments of learning (JOLs).
  • To examine whether manipulating learners' attributions for study time differences moderates the effects of effort on JOLs.
  • To propose an attributional framework for understanding metacognitive regulation and learning monitoring.

Main Methods:

  • Two experiments were conducted where participants studied learning materials.
  • Participants' study time and perceived effort were recorded.
  • Learners were induced to interpret differences in study time as reflecting either goal-driven or data-driven regulation.
  • The relationship between study time, rated effort, and subsequent JOLs was analyzed.

Main Results:

  • When study time differences were attributed to goal-driven regulation, JOLs increased with study time.
  • When study time differences were attributed to data-driven regulation, JOLs decreased with study time.
  • The manipulation of attributional focus moderated the effects of study time and rated effort on JOLs.

Conclusions:

  • JOLs are influenced by perceived study effort.
  • The impact of experienced effort on JOLs is mediated by attributions about the type of regulation employed.
  • An attributional framework can integrate both data-driven and goal-driven regulation in metacognition.