Naslov
Effects of collaboration and informing students about overconfidence on metacognitive judgment in conceptual learning

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

Izvornik
Metacognition and Learning (1556-1623) 17 (2022), 1; 87-116

Vrsta, podvrsta i kategorija rada
Radovi u časopisima, članak, znanstveni

Ključne riječi
Metacognitive judgment ; Collaborative learning ; Conceptual learning ; Misconception

Sažetak
The effects of collaborative learning and informing students about the dangers of overconfidence on metacognitive judgments and conceptual learning were examined in two classroom studies. In the first study, the conceptual knowledge of operant conditioning and the confdence judgments of 287 graduate students enrolled in a teacher education programme were assessed at the beginning of the educational psychology course and following instruc‑ tion that included student work on examples of operant conditioning concepts, either indi‑ vidually or in small groups. Students’ recognition of the concepts in examples and explana‑ tions of their answers were collected during learning along with ratings of their confdence in their answers. Students in the collaborative learning condition showed higher confdence in their answers on both tasks, but they also showed higher bias in their judgments on the explanation task. They also displayed better recognition of the concepts and discrimination between accurate and inaccurate recognition. The second study aimed to examine the efect of a more structured collaborative learning condition and the efect of informing students about the dangers of overconfdent judgments on students’ confdence in the accuracy of their answers on the same tasks as in the frst study and on their performance. The par‑ ticipants were 223 students enrolled in the teacher education programme. A strong posi‑ tive efect of collaboration on discrimination and performance on both tasks was obtained. Furthermore, the students in the collaborative learning condition showed lower bias in the explanation task. Informing students about the dangers of overconfdence did not have benefcial efects.

Izvorni jezik
Engleski

Znanstvena područja
Psihologija

POVEZANOST RADA