Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Related Concept Videos

Self-Discrepancy Theory

Self-Discrepancy Theory

One influential perspective on what motivates people's behavior is detailed in Tory Higgin's self-discrepancy theory (Higgins, 1987). He proposed that people hold disagreeing internal representations of themselves that lead to different emotional states.

Metacognition

Metacognition

Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...

Self-Presentation: Self-Monitoring and Self-Handicapping

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...

Cognitive Dissonance

Cognitive Dissonance

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: Self-Enhancement and Self-Verification

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...

High-Level and Low-Level Awareness

High-Level and Low-Level Awareness

Controlled processes in human consciousness represent high-alert mental states where individuals deliberately focus their attention on achieving specific goals. Controlled processes can be seen in situations like mastering new technology, where a person might become so absorbed that they ignore surrounding distractions. Such processes involve selective attention, requiring one to concentrate on particular elements of experience while disregarding others. These are governed by executive...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by

Same author

Is AI making us stupid?

Trends in cognitive sciences·2026

Same author

Validation of a Community Belonging Measure for Youth and Adults.

Journal of community psychology·2026

Same author

Judgments of Direction About Words and Arrows: The Neglected Influence of Task Set.

Quarterly journal of experimental psychology (2006)·2026

Same author

The Role of Adolescent Mentalizing and Parental Reflective Functioning for Adolescents' Peer Relationships.

Journal of adolescence·2025

Same author

Judgments of effort and associated cues are influenced by stimulus context.

Consciousness and cognition·2025

Same author

Boredom signals deviation from a cognitive homeostatic set point.

Communications psychology·2025

Search research articles

Related Experiment Video

Updated: Jul 20, 2025

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

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

Published on: September 27, 2020

Dissociations between data-driven and goal-driven effort reports: Performance, metacognition, and affect.

Kate Van Kessel¹, Michelle Ashburner¹, Evan F Risko¹

¹Department of Psychology, Faculty of Arts, University of Waterloo, Waterloo, Ontario, Canada.

Quarterly Journal of Experimental Psychology (2006)

|July 31, 2023

Summary

This summary is machine-generated.

Understanding subjective effort is key. Data-driven effort (perceived task demands) and goal-driven effort (chosen investment) uniquely influence learning performance and metacognition.

Keywords:

Effort affect learning metacognition

More Related Videos

Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective

Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective

Published on: July 1, 2015

Dissociation of the Confounding Influences of Expectancy and Integrative Difficulty Residing in Anomalous Sentences in Event-related Potential Studies

Dissociation of the Confounding Influences of Expectancy and Integrative Difficulty Residing in Anomalous Sentences in Event-related Potential Studies

Published on: May 9, 2019

Related Experiment Videos

Last Updated: Jul 20, 2025

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

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

Published on: September 27, 2020

Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective

Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective

Published on: July 1, 2015

Dissociation of the Confounding Influences of Expectancy and Integrative Difficulty Residing in Anomalous Sentences in Event-related Potential Studies

Dissociation of the Confounding Influences of Expectancy and Integrative Difficulty Residing in Anomalous Sentences in Event-related Potential Studies

Published on: May 9, 2019

Area of Science:

Cognitive Psychology
Educational Psychology
Metacognition Research

Background:

Subjective effort measurement is challenging, especially for perceived vs. chosen investment.
Koriat et al. distinguished data-driven effort (task demands) from goal-driven effort (chosen investment).

Purpose of the Study:

To investigate differential associations of data- and goal-driven effort with performance, metacognition, and affect.
To explore how framing of subjective effort impacts its relationship with learning outcomes.

Main Methods:

Participants completed a complex learning task.
Self-reports of data-driven and goal-driven effort were collected.
Associations with test performance, metacognitive estimates, and affect were analyzed.

Main Results:

Data-driven effort negatively correlated with prospective and retrospective performance estimates.
Goal-driven effort showed the opposite pattern, positively relating to performance estimates.
Qualitatively different relationships were observed between effort frames and other variables.

Conclusions:

The framing and interpretation of subjective effort measures significantly impact their relationship with learning outcomes.
Distinguishing between perceived and chosen effort is crucial for accurate assessment.
Understanding these nuances can refine educational and psychological interventions.