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Effects of informing students in individual and cooperative learning conditions about overconfidence


Rončević Zubković, Barbara; Pahljina-Reinić, Rosanda; Kolić-Vehovec, Svjetlana
Effects of informing students in individual and cooperative learning conditions about overconfidence // 8th International Biennial Conference of EARLI SIG 16 Metacognition / Karlen, Y. i suradnici (ur.).
Zurich: University of Zurich, 2018. str. 56-56 (predavanje, međunarodna recenzija, sažetak, znanstveni)


Naslov
Effects of informing students in individual and cooperative learning conditions about overconfidence

Autori
Rončević Zubković, Barbara ; Pahljina-Reinić, Rosanda ; Kolić-Vehovec, Svjetlana

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Izvornik
8th International Biennial Conference of EARLI SIG 16 Metacognition / Karlen, Y. i suradnici - Zurich : University of Zurich, 2018, 56-56

Skup
8th International Biennial Conference of EARLI SIG 16 Metacognition

Mjesto i datum
Zurich, Švicarska, 27-30.08.2018

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
Metacognitive judgments, overconfidence, cooperative learning

Sažetak
The present study aimed to examine whether learning in individual or cooperative condition, and informing or not informing students about human tendency to ma ke overconfident judgments have effects on students’ achievement on tasks assessing knowledge about key concepts in operant conditioning, as well as on students’ confidence in accuracy of their answers. The study was conducted on a sample of first - year gra duate students enrolled in teacher education program (N=223). Preliminary analysis (on about half of the sample) indicated that students who participated in cooperative learning condition performed significantly better on learning task compared to students in individual learning condition. Generally, students reported higher confidence in the accuracy of their correct than in the accuracy of their partially correct and incorrect answers. A significant interaction effect of learning and informing condition f or students’ confidence in the accuracy of their correct recognition answers was found. Compared to students in the individual le arning condition who reported similar levels of confidence in both informing conditions, students who learned cooperatively rep orted lower confidence in the intervention condition. Finally, lower students’ confidence in the accuracy of their partially correct explanation answers was found in the intervention condition regardless of the learning condition

Izvorni jezik
Engleski

Znanstvena područja
Psihologija



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