Learners request additional information mainly on items where their (adjusted) confidence is low, indicating confidence-based metacognitive regulation¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Within-subject correlations between post-adjustment confidence and information requests were strongly negative (mean coefficient − 0.44; d = 1.57). → Schnaubert 2021

Evidence¶

Schnaubert 2021¶

Schnaubert, L., Krukowski, S., & Bodemer, D. (2021). Assumptions and confidence of others: the impact of socio-cognitive information on metacognitive self-regulation. Metacognition and Learning. https://doi.org/10.1007/s11409-021-09269-5

q3 · i3 · causal · r2

Within-subject experiment testing hypothesis 3a via point-biserial rank correlations between post-adjustment confidence and information requests. The mean regulation coefficient was − 0.44 (SD = 0.28) and the t-test showed learners "regulate metacognitively by requesting information more frequently when their confidence is comparably low" (t(50) = − 11.21, p < 0.001, d = 1.57).

"A one sample t-test (tested against zero) showed a highly significant result (t(50) = − 11.21, p < 0.001, d = 1.57) indicating that learners—on average—regulate metacognitively by requesting information more frequently when their confidence is comparably low."

Discussion¶

Learner Variables¶

• Metacognition — predictor: learners who differ on it differ in outcomes

Related Claims¶

• After learners adjust their confidence, the degree of socio-cognitive conflict is equivalent to zero as a predictor of information requests — related
• Learners with lower own confidence are more inclined to change their assumption in the face of disagreement — related