Abstract
Research has shown a bi-directional association between the (perceived) amount of invested effort to learn or retrieve information (e.g., time, mental effort) and metacognitive monitoring judgments. The direction of this association likely depends on how learners allocate their effort. In self-paced learning, effort allocation is usually data driven, where the ease of memorizing is used as a cue, resulting in a negative correlation between effort and monitoring judgments. Effort allocation is goal driven when it is strategically invested (e.g., based on the importance of items or time pressure) and likely results in a positive correlation. The current study used a meta-analytic approach to synthesize the results from several studies on the relationship between effort and monitoring judgments. The results showed that there was a negative association between effort and monitoring judgments (r = − .355). Furthermore, an exploration of possible moderators of this association between effort and monitoring was made. The negative association was no longer significant when goal-driven regulation was manipulated. Furthermore, it was found that the type of monitoring judgment (i.e., a weaker association for prospective judgments) and type of task (stronger association for problem-solving tasks relative to paired associates) moderated the relation between effort and monitoring. These results have important implications for future research on the use of effort as a cue for monitoring in self-regulated learning.
Highlights
Research has shown a bi-directional association between the amount of invested effort to learn or retrieve information and metacognitive monitoring judgments
Research has shown an association between effort and monitoring judgments which, in line with the cue utilization perspective, suggests that the perceived amount of invested effort in the learning task is being used as a cue to make monitoring judgments (Koriat and Ma’ayan 2005; Koriat et al, 2014b; Undorf and Erdfelder 2011)
The current study aimed to assess the association between effort and monitoring judgments made by students in the context of studies on learning and performance and investigated possible moderators in this association
Summary
Research has shown a bi-directional association between the (perceived) amount of invested effort to learn or retrieve information (e.g., time, mental effort) and metacognitive monitoring judgments. It was found that the type of monitoring judgment (i.e., a weaker association for prospective judgments) and type of task (stronger association for problemsolving tasks relative to paired associates) moderated the relation between effort and monitoring These results have important implications for future research on the use of effort as a cue for monitoring in self-regulated learning. They believe that they will more likely remember learned items than items that require more study effort This belief results in a negative correlation between effort and monitoring judgments, that is, with increasing effort, the monitoring judgments tend to decrease from more confident to less confident of being able to recall or understand the materials (e.g., Koriat et al, 2009a, 2009b; Undorf and Erdfelder 2011). Research suggests age-related improvements in cue utilization, because the negative correlation was found to be weaker or nonsignificant for 7-to-8-year old children compared with older children (Hoffmann-Biencourt et al, 2010; Koriat et al 2009a)
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