Metacognitive Monitoring Accuracy Research Articles

The effects of multitasking on metacognitive monitoring in primary and secondary school students

Influenced by the epidemic and the rapid popularization of smart devices, media multitasking has become increasingly common in people’s lives and has attracted the attention of researchers, particularly among adolescents who are native to the digital era. However, previous studies have focused primarily on the relationship between multitasking and general cognitive functions, paying less attention to the connection between multitasking and metacognition, and there is a lack of research specifically addressing adolescents in this context. To address this gap, the current study conducted two experiments with upper primary and secondary school students to explore the relationship between multitasking and adolescents’ metacognition under intrinsic and extrinsic cue conditions using metacognitive monitoring as an indicator. The results revealed that multitasking significantly reduced adolescents’ metacognitive monitoring accuracy. However, the scores on the media multitasking questionnaire did not significantly correlate with metacognitive monitoring accuracy in the laboratory task. This finding suggested that multitasking, under both intrinsic and extrinsic cue conditions, impairs the accuracy of metacognitive monitoring for primary and secondary school students. However, daily media multitasking activities among these students were not significantly correlated with metacognitive monitoring accuracy.

ChatGPT improves creative problem-solving performance in university students: An experimental study

University students often employ generative artificial intelligence tools such as ChatGPT in resolution of ill-defined problem-solving tasks. However, the experimental evidence about effects of ChatGPT on complex problem-solving performance is still missing. In this preregistered experiment, the impact of ChatGPT on performance in a complex creative problem-solving task was investigated in 77 university students solving a task with ChatGPT in comparison to 68 students solving a task without it. ChatGPT use significantly improved self-efficacy for task resolution (d = 0.65) and enhanced the quality (d = 0.69), elaboration (d = 0.61), and originality (d = 0.55) of solutions. Moreover, participants with ChatGPT assistance perceived task as easier (d = 0.56) and requiring less mental effort (d = 0.58). However, use of ChatGPT did not make task resolution more interesting (d = 0.08), and the impact of ChatGPT on metacognitive monitoring accuracy was unclear. Although there were no significant differences in absolute accuracy between students solving the task with and without the assistance of ChatGPT, the absence of correlation between self-evaluation judgments and performance suggests that participants struggled to calibrate their self-evaluations when using ChatGPT. Notably, the perceived usefulness of ChatGPT appeared to inform self-evaluation judgments, resulting in higher inaccuracy. The implications for hybrid human-AI regulation (HHAIR) theory are discussed. To regulate effectively, students using AI tools should focus on valid metacognitive cues instead of the perceived ease of ChatGPT-assisted problem-solving.

The Relationship between Executive Functions and Metacognition in College Students.

This study investigated the relationship between executive functions and metacognition. Both constructs have been well-studied, but little research has focused on their connections. The goal of the current investigation was to increase the understanding of the relationship between metacognition and executive functions by assessing the relationships between metacognitive monitoring accuracy and the three component executive functions (updating, inhibition, and shifting) among college students. Metacognitive monitoring accuracy was measured using a knowledge monitoring accuracy (KMA) test. The three components of executive functions, updating, inhibition, and shifting were measured, respectively, using the ABCD updating task, the Stroop color-word interference test, and the letter-number task. The Tower of Hanoi task was used to measure the complex executive functions (inhibition and updating). Correlation and regression analyses were performed to examine the relationships. The results indicate that updating is the only component executive function that significantly correlated with metacognitive monitoring, suggesting that metacognition-specifically, metacognitive monitoring-is associated with at least one component of executive functioning.

INTRINSIC, EXTRINSIC AND MNEMONIC FACTORS OF METACOGNITIVE MONITORING ACCURACY

The paper reports upon an investigation of metacognitive monitoring accuracy factors in learning tasks of university students. The experiment explores the contribution of some intrinsic, extrinsic and mnemonic factors such as type of learning material, task type, task complexity, and ease / difficulty of performing to metacognitive monitoring accuracy. The study was conducted among 233 university students. The empirical results show the predominance of metacognitive monitoring accuracy, while underconfidence is a downward trend. MMA (+ +) rates of metacognitive monitoring accuracy can be found in the easiest tasks on recollecting pairs of words and MMA (– –) rates – in general knowledge questions of medium difficulty. Overconfidence appears in the most difficult tasks on the deduction inferences and on the logical analogies. The results confirm the dependence of metacognitive monitoring accuracy on the level of ease / complexity of tasks and ease / difficulty of performing; the level of task complexity affects higher rates of metacognitive judgments’ inaccuracies, in particular, in the form of overconfidence. In open-answer questions there is a predominance of MMA (+ +) and MMA (– –) rates of metacognitive monitoring accuracy; underconfidence and overconfidence rates are also higher in openanswer questions. The more complex the task is, the greater is the confidence in the difficulty of performing. The results can be significant in the process of understanding the relationship between metacognitive monitoring accuracy and learning performance of university students.

Metacognitive Effort Regulation across Cultures.

Success in cognitive tasks is associated with effort regulation and motivation. We employed the meta-reasoning approach to investigate metacognitive monitoring accuracy and effort regulation in problem solving across cultures. Adults from China, from Israel, and from Europe and North America (for simplicity: "Western countries") solved nonverbal problems and rated their confidence in their answers. The task involved identifying geometric shapes within silhouettes and, thus, required overcoming interference from holistic processing. The Western group displayed the worst monitoring accuracy, with both the highest overconfidence and poorest resolution (discrimination in confidence between the correct and wrong solutions). The Israeli group resembled the Western group in many respects but exhibited better monitoring accuracy. The Chinese group invested the most time and achieved the best success rates, demonstrating exceptional motivation and determination to succeed. However, their efficiency suffered as they correctly solved the fewest problems per minute of work. Effort regulation analysis based on the Diminishing Criterion Model revealed distinct patterns: the Western participants invested the least amount of time regardless of item difficulty and the Israelis invested more time only when addressing the hardest items. The Chinese group allocated more time throughout but particularly in moderate to difficult items, hinting at their strategic determination to overcome the challenge. Understanding cultural differences in metacognitive processes carries implications for theory (e.g., motivational factors) and practice (e.g., international teams, education). The present findings can serve as a foundation for future research in these and other domains.

Computer‐based scaffoldings influence students' metacognitive monitoring and problem‐solving efficiency in an intelligent tutoring system

AbstractBackgroundComputer‐based scaffolding has been intensively used to facilitate students' self‐regulated learning (SRL). However, most previous studies investigated how computer‐based scaffoldings affected the cognitive aspect of SRL, such as knowledge gains and understanding levels. In contrast, more evidence is needed to examine the effects of scaffolding on the metacognitive dimension and efficiency outcome of SRL.ObjectivesThis study aims to examine the role of computer‐based scaffolding in students' metacognitive monitoring and problem‐solving efficiency.MethodsSeventy‐two medical students completed two clinical reasoning tasks in BioWorld, an intelligent tutoring system (ITS) designed for promoting medical students' diagnostic expertise. During solving the tasks, students were asked to report their confidence judgements about proposed diagnoses. Computer trace data were used to identify task completion time (CT) and students' use of three scaffolding types, that is, conceptual, strategic, and metacognitive. Then we calculated students' metacognitive monitoring accuracy (i.e., calibration) and problem‐solving efficiency.Results and ConclusionsOne‐sample t‐test demonstrated that students inaccurately monitored their learning processes and were overconfident in both tasks. Linear mixed‐effects models (LMMs) indicated that the intensive use of metacognitive scaffolding positively predicted students' metacognitive monitoring accuracy. Moreover, strategic scaffolding was negatively related to problem‐solving efficiency, whereas metacognitive scaffolding positively influenced problem‐solving efficiency.TakeawaysThis study shows the importance of metacognitive scaffolding in improving the accuracy of metacognitive monitoring and problem‐solving efficiency. Findings from this study provide new insights for instructors and ITS developers to optimise the design of scaffoldings.

Exploring the relationship between prior knowledge and metacognitive monitoring accuracy

Exploring the relationship between prior knowledge and metacognitive monitoring accuracy

Un estudio exploratorio de la relación entre el estilo cognitivo y el monitoreo metacognitivo en una muestra de estudiantes universitarios colombianos

While research on metacognition and cognitive styles is robust for either field alone, few studies have broached the two together. In addition, no studies to date have examined finer-grained objectives related to specific aspects of metacognition such as monitoring skill and its relation to cognitive style. Thus, the present study investigated confidence, performance, and accuracy measures for three types of metacognitive judgments (prediction, concurrent and postdiction) and three different types of metacognitive questions—questions about the task, questions about the self, and questions at different moments (before, during, and after)—and how these are related to cognitive style (field dependent, intermediate, field independent) in a sample of 57 Colombian university students. Results revealed that there were differences in metacognitive monitoring accuracy and bias as a function of cognitive style, and that these findings were similar both between different moments and across metacognitive judgments. Regarding cognitive style, those with an intermediate or field independent cognitive style reported greater monitoring accuracy and less bias than individuals with a field dependent style. Implications for research, theory, and practice are discussed.

ОСНОВНІ АСПЕКТНІ ХАРАКТЕРИСТИКИ ТРЕНІНГОВОЇ ПРОГРАМИ «ПІДВИЩЕННЯ ТОЧНОСТІ МЕТАКОГНІТИВНОГО МОНІТОРИНГУ НАВЧАЛЬНОЇ ДІЯЛЬНОСТІ У СТУДЕНТІВ ЗАСОБАМИ ЕМОЦІЙНОГО ІНТЕЛЕКТУ»

The article substantiates main characteristics and content of the training program for increasing metacognitive monitoring accuracy of university students’ learning activities by means of emotional intelligence. The tasks of the training program are aimed at forming the skills of perceiving emotions accurately, using emotions to facilitate thoughts, understanding emotions, and managing emotions; imparting students’ acknowledgement about the specifics of metacognitive monitoring accuracy of university learning activities; development of reflexivity, internal learning motivation, metacognitive awareness; students’ awareness of the characteristic features of their own processes of understanding, evaluating and reproducing information; formation of the skills of comprehension and analysis of tasks, understanding of the specifics of the tasks performed. The tasks of the stages of the developed training program, which consisted of seven blocks, are outlined: introduction, formation of the ability to perceive emotions, formation of the ability to use emotions to facilitate thoughts, formation of the ability to understand and analyze emotions, formation of the ability to manage emotions, formation of reflexivity and metacognitive awareness, as well as formation of skills for metacognitive monitoring accuracy of university students’ learning activities. The proposed training program will help students to perceive, evaluate and express emotions and related needs of physical and mental state and appearance; use emotions to increase efficiency of thinking and activities; understand and analyze emotional information; consciously manage emotions for personal growth and improvement of interpersonal relationships; flexibly approach the setting of the learning goals, monitor and control one’s own cognitive activity, use independent planning during learning. Moreover, the article describes the results of the testing of the training program. A strong evidence of its efficiency and effectiveness is the absence of statistically significant differences in the control group, as well as positive shifts in students’ implementation of more accurate metacognitive judgments while performing the tasks of the experiment. A promising direction of research of emotional intelligence is the study of the peculiarities of its influence on metacognitive monitoring accuracy of the learning activities in students of higher education.

Calibrating calibration: A meta-analysis of learning strategy instruction interventions to improve metacognitive monitoring accuracy.

Calibrating calibration: A meta-analysis of learning strategy instruction interventions to improve metacognitive monitoring accuracy.

Individuals in a group: Metacognitive and regulatory predictors of learning achievement in collaborative learning

Self-regulated learning theory acknowledges the importance of an individual's metacognitive monitoring and group-level regulation for learning achievement in collaborative learning. However, very few studies have empirically investigated the interplay of these factors. This study aimed to investigate how groups' metacognitive interactions, group-level regulation, and individuals' metacognitive monitoring accuracy together predict students' learning achievement. Thirty groups of secondary school students (n = 94) attended a five-week physics course involving four 90-min lessons. Each lesson included a collaborative learning session in which the students solved physics problems in groups of three. After each session, the students filled out a quiz that evaluated their learning of the core concepts related to each lesson. The students' collaborative learning was video-recorded using 360-degree cameras. First, the groups' metacognitive interaction, co-regulation (CoRL), and socially shared regulation (SSRL) during collaborative learning were coded from the video data. Second, the students' metacognitive monitoring accuracy was determined in relation to quizzes presented at the end of each collaborative session. Each student's learning achievement was assessed at the end of the course with an individual written exam. Bayesian multilevel models were used to analyze the nested data. The results showed that the frequency of metacognitive interaction was positively related to learning achievement. However, the relation between CoRL and learning achievement was moderated by monitoring accuracy and metacognitive interaction. The relation between CoRL and achievement was positive when coupled with a high frequency of metacognitive interactions but negative under a low frequency of metacognitive interactions. In addition, in line with theory, the students with lower monitoring accuracy achieved higher learning when CoRL was frequent in a group. Due to the low occurrence of SSRL, its relation with learning achievement could not be analyzed. No reliable evidence for the relation between monitoring accuracy and learning achievement was found. The results highlighted the complex interplay of individual-and group-level factors related to collaborative learning outcomes.

THE ROLE OF MANAGING EMOTIONS SKILLS IN METACOGNITIVE MONITORING ACCURACY OF THE LEARNING ACTIVITIES IN UNIVERSITY STUDENTS

The study examines metacognitive monitoring accuracy of the learning activity of university students in terms of managing emotions skills. The current results continue to expand an investigation of metacognitive monitoring accuracy factors in university students. The main instruments used in the study were the “MSCEIT V 2.0” test and the “EmIn” questionnaire aiming to find out the relationships between the levels of emotional intelligence such as managing emotions skills and metacognitive monitoring accuracy rates. Metacognitive monitoring accuracy was defined as the difference coefficient between subjective assessment of the accuracy of performing (metacognitive judgements rates) and test results. We took into account such profiles of metacognitive activity as: profiles of “MMA+ +” and “MMA− −” rates that denote accurate metacognitive monitoring and profiles of “INK− +” and “IK+ −” rates that denote inaccurate metacognitive monitoring. The results indicate the significance of the empirically established correlations of the medium and high levels between the variables of managing emotions skills according to the “MSCEIT V 2.0” test and metacognitive monitoring accuracy rates in JOLs and RCJs. At the trend level, the students with medium levels of managing emotions skills (“MSCEIT V 2.0”) are more accurate in their judgments, while the students with very high, high, medium, and partially very low levels of managing emotions skills (“EmIn”) are more accurate in their metacognitive judgments. Thus, the results of the analysis found in the study can play an important role in the process of understanding the relationship between metacognitive monitoring accuracy and the learning activities in university students in terms of managing emotions skills. A promising direction of research of emotional intelligence of students is the study of the influence of using emotions to facilitate thought skills on metacognitive monitoring accuracy of the learning activities in university students.

Metacognitive monitoring accuracy in terms of ease / difficulty of performing

Metacognitive monitoring accuracy in terms of ease / difficulty of performing

Relation between Performance and Metacognitive Monitoring and How Students Develop Metacognitive Judgments

Metacognition is an important higher-order thinking process for successful learning. The present study investigated the relation between students’ performance and their metacognitive monitoring accuracy and bias and the extent to which differences in expected grade versus actual grade predicted accuracy and bias (N = 65), employing an explanatory sequential quantitativeàQUALITATIVE mixed method research design. The study also explored how students develop and refine metacognitive judgments. Results revealed that there were significant relations between performance and accuracy and bias, and that performance significantly predicted both accuracy and bias. Further, qualitative findings revealed that there were differences in how students developed and refined metacognitive judgments as a function of four aspects of learning: effort/preparation, strategy selection/implementation, planning, and evaluation. Educators should explicitly teach metacognitive monitoring skills to improve students’ self-regulated learning.

Supplemental Material for Calibrating Calibration: A Meta-Analysis of Learning Strategy Instruction Interventions to Improve Metacognitive Monitoring Accuracy

Supplemental Material for Calibrating Calibration: A Meta-Analysis of Learning Strategy Instruction Interventions to Improve Metacognitive Monitoring Accuracy

THE ILLUSION OF NOT KNOWING IN METACOGNITIVE MONITORING: A BRIEF REVIEW

Purpose. The paper is aimed to analyze some key features of the illusion of not knowing in metacognitive monitoring of the learning activity of university students. Among the main conceptions of the influence of the illusion of not knowing on metacognitive monitoring accuracy of the learning activity of university students we tend to study and to analyse different types of the learned information, as well as personal, cognitive, metacognitive, and individual psychological characteristics of students. Moreover, the study may allow to clarifying the phenomenon of the illusion of not knowing and its influence on metacognitive monitoring accuracy measures.
 Methods. The theoretical and comparative practical methods of studying the illusion of not knowing in metacognitive monitoring of university students have been used in the study. The participants learned texts, statements and pairs of words in Ukrainian. They performed JOLs, aJOLs, RCJs, and aRCJs. Calibration procedure helped to define average indicators of both the illusion of knowing and the illusion of not knowing. 
 Results. The findings indicate that the illusion of not knowing as an error of metacognitive monitoring accuracy (alongside the illusion of knowing) can occur in all types of metacognitive judgments, especially in the prospective judgments of learning. The highest levels of the illusion of not knowing are shown in learning pairs of words, smaller texts of all styles, and in ‘Yes’/‘No’/‘Do not know’ questions. Moreover, the effects of personal, cognitive, metacognitive, and individual psychological characteristics are also allocated.
 Conclusions. The paper provides an account of the effects of different types of information chosen for the experiment, and of personal, cognitive, metacognitive, and individual psychological characteristics of university students. The findings indicate the illusion of not knowing as an error of metacognitive monitoring accuracy alongside the illusion of knowing. These findings might help to solve the problem of metacognitive monitoring accuracy in the learning activity of university students.

Anchoring Effect of Performance Feedback on Accuracy of Metacognitive Monitoring in Preschool Children.

Preschool children are generally inaccurate at evaluating past and predicting future performance. The present study examines the effect of performance feedback on the accuracy of preschoolers’ predictive judgments and tests whether performance feedback acts as an anchor for postdictive judgments. In Experiment 1, preschool children (n = 40) solved number patterns, and in Experiment 2 they solved object patterns (n = 59). The results in both experiments revealed, firstly, that children receiving performance feedback made more accurate predictive judgments and lowered their certainty after their incorrect answer. Secondly, the children relied on performance feedback more than on actual task experience when making postdictive judgments, indicating that performance feedback was used as an anchor for subsequent postdictive judgments.

METACOGNITIVE MONITORING ACCURACY AND LEARNING ACHIEVEMENT SUCCESS OF UNIVERSITY STUDENTS

Purpose. The paper is focused on the theoretical analysis of some theoretical and methodological aspects of the relationship between metacognitive monitoring accuracy and learning achievement success of university students. In particular, we highlight some approaches to the relation between metacognitive monitoring accuracy and learning achievement success that is a quite common problem in the university learning activity. Methods. The theoretical and comparative methods of studying metacognitive monitoring accuracy and learning achievement success of university students have been used in the study. The necessity in studying some theoretical and methodological aspects of the notion has been caused by the impact of metacognitive monitoring accuracy on students’ learning activities. Results. The study aimed at revealing the role of metacognitive monitoring in the university learning activity, studying the extent to which changes in monitoring cause changes in the nature of the students’ control over their own cognitive activities, specifying the nature of relationship between levels of confidence and students successes in learning, etc. A noteworthy finding is that students are generally overconfident in their self-assessments and this overconfidence effect is greatest for students of poorer abilities as they are doubly cursed: they lack knowledge of the material, and lack the awareness of the knowledge that they do and do not possess. The erroneous belief that information is understood when it is not is regarded as the illusion of knowing or overconfidence in knowing; the notion can be a significant obstacle to the effectiveness of the learning activities. Conclusions. The results of the analysis found in the study can play an important role in the process of understanding the relationship between metacognitive monitoring accuracy and learning achievement success of university students.

METACOGNITIVE MONITORING IN THE SELF-REGULATED LEARNING PARADIGM

The paper is focused on the theoretical analysis of some theoretical and methodological aspects of the role and importance of metacognitive monitoring in the self-regulated learning paradigm of university students. In particular, we highlight some approaches to the relation between metacognitive monitoring and students’ self-regulation that is a quite common problem in the university learning activity. Moreover, we also aim at revealing the diverse approaches to the definition of metacognitive monitoring, specifying the nature of relationship between metacognitive monitoring and metacognitive control. The theoretical and comparative methods of studying the role and significance of metacognitive monitoring in the self-regulated learning paradigm have been taken into account. Thus, we tend to consider metacognitive monitoring as the process of assessing the on-going progress and its results in learning, as well as the current state of students’ particular cognitive activity. The accuracy of metacognitive monitoring judgments strongly affects self-regulated learning. Accurate metacognitive monitoring produces more effective regulation, and this, in turn, leads to improved learning. A noteworthy finding is that through properly organized accurate metacognitive monitoring students can at the metacognitive level study cognitive features of knowledge acquisition and the use of learning strategies. Metacognitive control is also central to metacognition. Both monitoring and control form the basis for many theories of self-regulated learning. Inaccurate monitoring is connected to control decisions that are misaligned to learning requirements or task demands. The presented ideas can expand an investigation of metacognitive monitoring accuracy in the learning activity of university students

Efecto de la instrucción de estrategias cognitivas en la precisión del monitoreo metacognitivo de los alumnos universitarios estadounidenses

Antecedentes: El monitoreo, como componente de regulación de la metacognición, es un aspecto esencial del aprendizaje autorregulado. El monitoreo se reconoce como la capacidad del alumno para comprender con éxito lo que está aprendiendo y, por lo general, implica actividades metacognitivas como preguntas, reflexiones, inferencias y retroalimentación autogenerada. Sin embargo, pocos estudios hasta la fecha han examinado la influencia de la capacitación en estrategias cognitivas para la precisión del monitoreo metacognitivo de los alumnos. Objetivo: La presente investigación exploró el efecto del capacitación en estrategias cognitivas para la precisión del monitoreo metacognitivo de los alumnos universitarios de Estados Unidos (N = 62) después de la intervención, mientras que se controlaba estadísticamente la precisión del monitoreo previo a la intervención, para ello, se empleó un diseño de investigación experimental. Metodología: Los alumnos fueron asignados al azar al grupo de entrenamiento de estrategias (n = 31) o al grupo de control (n = 31). Resultados: Resultados revelaron que los alumnos expuestos a capacitación de estrategias cognitivas demostraron un monitoreo significativamente más preciso que los alumnos que formaron parte del grupo control, incluso después de ajustar la precisión del monitoreo antes de implementar la intervención. Conclusiones: Los profesores de aula pueden emplear la capacitación de estrategias cognitivas específicas en su práctica diaria para mejorar los resultados del aprendizaje entre sus alumnos, y esta capacitación se puede realizar de forma sucinta, obviando así la necesidad de demasiado tiempo adicional.