Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Metacognition01:26

Metacognition

138
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...
138
Cognitive Learning01:21

Cognitive Learning

220
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...
220
Hindsight Biases01:12

Hindsight Biases

3.4K
Hindsight bias leads you to believe that the event you just experienced was predictable, even though it really wasn’t. In other words, you knew all along that things would turn out the way they did. Can you relate this to the phrase "Hindsight is 20/20" now? 
3.4K
Cognitivism01:17

Cognitivism

1.4K
Cognitive psychology emerged as a significant field in the mid-20th century. It focused on understanding humans' internal mental processes. This approach emphasizes how people perceive, remember, think, and solve problems—elements critical to human cognition.
Previously dominated by behaviorism, which prioritized observable behaviors and largely ignored mental processes, psychology transformed in the 1950s. Cognitive psychologists argue that understanding how we think and process...
1.4K
Social Cognitive Perspective on Personality01:30

Social Cognitive Perspective on Personality

491
Social cognitive perspectives on personality emphasize the importance of conscious awareness, beliefs, expectations, and goals in shaping behavior. These perspectives incorporate behaviorist principles, such as learning through reinforcement and conditioning, but extend beyond them by highlighting human reasoning and planning. Unlike traditional behaviorist views, social cognitive theory focuses on how individuals reflect on their past experiences and plan for future outcomes by considering...
491
Critical Thinking01:19

Critical Thinking

82
Critical thinking involves reflective and productive thinking and the evaluation of evidence. Critical thinkers seek to understand the deeper meaning of ideas, question assumptions, and make independent decisions about what to believe or do. Scientists, for instance, are often critical thinkers. Critical thinking also requires humility about what we know and don't know and the motivation to look beyond the obvious. It is essential for effective problem-solving.
Colleges and universities are...
82

You might also read

Related Articles

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

Sort by
Same author

Cardiovascular complications in chronic active Epstein-Barr virus infection: a narrative review.

Frontiers in cardiovascular medicine·2026
Same author

Making judgments of learning (JOLs) for oneself versus others: A review and proposed model.

Psychonomic bulletin & review·2025
Same author

Collaborative review enhances note-taking, especially after a longer delay, but does not boost test performance.

Memory (Hove, England)·2025
Same author

The Challenge of the Yuck Factor in Public Acceptance of Engineered Living Materials.

Global challenges (Hoboken, NJ)·2025
Same author

Accessory mitral valve tissue causing left ventricular outflow tract obstruction associated with subaortic membrane and aortic sinus aneurysm: A case report and literature review.

The Journal of international medical research·2025
Same author

<i>PGA37</i> Overexpression Promotes Chloroplast Development in <i>Arabidopsis</i> Roots Through Direct Transcriptional Activation of <i>GLK2</i>, <i>ARR13</i>, and <i>ARR21</i>.

Plants (Basel, Switzerland)·2025
Same journal

An Eye-Tracking Study on Text Accessibility and Comprehension in University Students.

Behavioral sciences (Basel, Switzerland)·2026
Same journal

The Relationship Between Physical Activity, Social Support, and Life Satisfaction Among Female College Students: A Variable- and Person-Centered Analysis.

Behavioral sciences (Basel, Switzerland)·2026
Same journal

Shifting the Blame: How Narrative Framing, Coercive Strategies, and Rape Myth Acceptance Distort Perceptions of Sexual Assault and Fuel Victim Blame.

Behavioral sciences (Basel, Switzerland)·2026
Same journal

An AI Perspective on Counseling Supervision.

Behavioral sciences (Basel, Switzerland)·2026
Same journal

Symbolic Participation or Substantial Learning Behavior? A PSM-Based Comparison Between Honors and Non-Honors Undergraduates from Two Top Elite Universities in China.

Behavioral sciences (Basel, Switzerland)·2026
Same journal

Literacy Profiles in Twice-Exceptional Preadolescents with Intellectual Giftedness and Dyslexia.

Behavioral sciences (Basel, Switzerland)·2026
See all related articles

Related Experiment Video

Updated: Jun 6, 2025

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

8.4K

Metacognition About Collaborative Learning: Students' Beliefs Are Inconsistent with Their Learning Preferences.

Yunfeng Wei1, Nicholas C Soderstrom1, Michelle L Meade1

  • 1Department of Psychology, Montana State University, P.O. Box 173440, Bozeman, MT 59717-3440, USA.

Behavioral Sciences (Basel, Switzerland)
|November 27, 2024
PubMed
Summary
This summary is machine-generated.

Students find group study beneficial but prefer studying alone, highlighting a disconnect between beliefs and learning preferences. They use different strategies for individual versus group work, impacting collaborative learning effectiveness.

Keywords:
collaborationcollaborative memorylearningmetacognitionstrategy

More Related Videos

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

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

Published on: September 11, 2021

3.9K
Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective
13:57

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

Published on: July 1, 2015

12.4K

Related Experiment Videos

Last Updated: Jun 6, 2025

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

8.4K
Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

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

Published on: September 11, 2021

3.9K
Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective
13:57

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

Published on: July 1, 2015

12.4K

Area of Science:

  • Educational Psychology
  • Cognitive Science

Background:

  • Collaboration is crucial in education, yet students' metacognitive beliefs about it are under-researched.
  • Understanding these beliefs is key to optimizing collaborative learning environments.

Purpose of the Study:

  • To investigate students' metacognitive beliefs regarding group study.
  • To explore their study preferences, strategies (individual vs. group), and desired group member traits.

Main Methods:

  • An online survey was administered to gather data on students' beliefs, preferences, and behaviors related to collaboration.
  • Data analysis focused on identifying patterns and relationships between these factors.

Main Results:

  • Students perceive collaboration as beneficial but prefer individual study due to distractions and accountability concerns.
  • Distinct study strategies are employed individually (e.g., re-reading notes) versus in groups (e.g., quizzing).
  • Students value focused, motivated, and hardworking group members, which influences their engagement with study groups.

Conclusions:

  • A discrepancy exists between students' positive beliefs about collaboration and their preference for individual study.
  • Metacognitive beliefs about collaboration significantly influence study strategies and group dynamics.
  • Findings have implications for self-regulated learning theories and improving collaborative learning in educational settings.