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ERIC Number: EJ1319757
Record Type: Journal
Publication Date: 2021-Dec
Pages: 33
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1556-1623
EISSN: N/A
Assumptions and Confidence of Others: The Impact of Socio-Cognitive Information on Metacognitive Self-Regulation
Schnaubert, Lenka; Krukowski, Simon; Bodemer, Daniel
Metacognition and Learning, v16 n3 p855-887 Dec 2021
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.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A