Abstract
Self-regulated learning rarely happens in isolation and although there is a wide range of evidence that socio-cognitive information may impact decision making and learning, its role in metacognitive self-regulation remains understudied. Thus, we investigated how socio-cognitive information on assumptions and confidence in assumptions of an unknown other in a learning setting affects (1) changes in assumptions (i.e., convergence towards other), (2) perception of the other’s competence, and (3) the search for information (i.e., metacognitive and conflict-based regulation). In our empirical study, N = 60 students first read texts, then judged statements as being true or false and stated their confidence in these assumptions on an integrated confidence/answer scale, were then confronted with bogus information on the supposed answers of another learner (computer generated), and were then asked to (1) re-state their assumptions including confidence judgment, (2) judge the other’s competence, and (3) decide what statements they wanted additional information on. Results showed that learners (1) converged towards the other learner, (2) judged the other’s competence in accordance with the other’s stated confidence, and (3) regulated their learning based on their own (adjusted) confidence rather than on the presence or absence of socio-cognitive conflicts. This suggests that socio-cognitive information can affect how learners metacognitively evaluate own assumptions and thus impact self-regulatory processes, but also that confidence of others affects their perceived competence. Although the direct impact of socio-cognitive conflicts on regulatory processes remains unclear, this study fosters our understanding of self-regulated learning processes within social contexts.
Highlights
Several indicators were identified that individuals use when regulating their learning process
One of those indicators is the subjective confidence learners have in their knowledge or assumptions, which is often connected to specific solutions to problems and closely linked totesting
We argued above that social information may lead to adjustments in confidence and assumptions by providing a cue supporting or weakening the learner’s preferred assumption
Summary
At least indirectly, often confronted with other people’s knowledge, opinions and judgments This may include a fellow student’s task solutions or information that anonymous individuals post online in social media, edit in online encyclopedias or answer in online learning environments. It is still largely unknown how such information affects self-regulated learning processes. Several indicators were identified that individuals use when regulating their learning process (e.g., deciding what to learn; Nelson & Narens, 1990) One of those indicators is the subjective confidence learners have in their knowledge or assumptions, which is often connected to specific solutions to problems and closely linked to (self-)testing. While this scenario is rather minimalistic, it allows us to focus on our variation to see how learners use it without further instruction while eliminating other influences contingent on a more elaborate and maybe authentic scenario (this is discussed in detail in the discussion section).
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