Recent evidence has shown that eliciting confidence ratings can affect cognitive performance--a so-called reactivity effect. Several mechanisms have been proposed to account for reactivity, but currently there is only indirect evidence about why confidence ratings are reactive. Here, we explore the strategic changes in cognitive processes that…

The purpose of this study is to compare the use of elaborated and metacognitive feedback strategies in interactive instructional videos in terms of undergraduate students' engagement and metacognitive awareness levels. This study also aims to investigate undergraduate students' evaluations of elaborated and metacognitive feedback in these…

Research has demonstrated that compared to mastery-approach goals (i.e., trying to develop a mental ability), performance-approach goals (i.e., trying to outperform others) elicit higher metacognitive judgments, such as judgments of learning (JOLs). However, the underlying mechanism of the effects of achievement goals on JOLs remains unclear.…

Undergraduate STEM lecture courses enroll hundreds who must master declarative, conceptual, and applied learning objectives. To support them, instructors have turned to active learning designs that require students to engage in "self-regulated learning" (SRL). Undergraduates struggle with SRL, and universities provide courses, workshops,…

The standards-based learning and grading movement of the past twenty years has ushered in a critical shift in assessment that demands clarity in both what is being measured and how well students are learning. Seeing the value in this evolution, a wave of schools has invested enormous effort to institutionalize the policy and practices of the…

Soliciting predictions about hypothetical memory performance (without having participants engage in a related memory task) is a simple way for researchers to examine people's metacognitive beliefs about how memory functions. Using this methodology, researchers can vary what information is provided as part of the scenario or how the memory…

Principal preparation programs use various components to develop candidates, including coursework, core assessments, and field-based internships or practicums. The internship represents an exceptionally high leverage learning opportunity (Lochmiller, 2014). The success of the internship depends highly on the abilities of a mentor via informal…

The purpose of this dissertation is to explore how HESA graduate students? conceptions of critical consciousness transform and evolve during a diversity course and the pedagogical practices that foster consciousness-raising. Each of the twelve participants completed two semi-structured interviews and three journal prompts. Using a case study…

Spaced practice is a recognized effective study approach that fosters mastery of learning and retention of information. In this paper, we share one instructor's experience in introducing a spaced practice intervention in a large general chemistry course and in encouraging students to continue the strategy in the next semester organic chemistry…

The primary objective was to investigate the relations between college students' achievement goals and their engagement in self-regulated learning using a person-centered approach. College students (N = 364) completed surveys that assessed mindset, self-efficacy, anxiety, achievement goals, and self-regulated learning. Latent profile analyses…

Microlearning is gaining ground in the higher education domain. Despite this trend, there is a lack of evidence of effectiveness when a large number of microlearning units are grouped to form a macrolearning programme. The purpose of this paper is to explore how and why a macrolearning affects students' self-efficacy. The originality of this paper…

Conventional letter- or number-based grading systems, though ubiquitous at all levels of education, do not optimize the learning experience. The philosophy of "ungrading" includes a variety of approaches that decenter or even remove numeric or letter scoring of student work in favor of descriptive feedback, opportunities for revision,…

Metacognitive skills are important because they help people develop an understanding of effective strategies. This skill also helps improve one's critical thinking and creative thinking so as to be able to overcome problems in everyday life. The purpose of this research is to train students' metacognitive skills through biology learning using the…

The purpose of this descriptive study was to investigate changes in advanced musicians' self-regulated practice as they worked to acquire mastery of an étude across 2 weeks. Four advanced collegiate violinists recorded themselves practicing an étude in seven practice sessions, each approximately 20 min in length. Data were gathered via…

Two-tiered assessment structures with paired content and confidence items are frequently used within chemistry assessments to stimulate and measure students' metacognition. The confidence judgment is designed to promote students' reflection on their application of content knowledge and can be characterized as calibrated or miscalibrated based on…