Results 121 to 130 of about 11,193 (292)
Faces and phases of epistemic curiosity in science learning: A longitudinal study
British Journal of Developmental Psychology, EarlyView.Different faces of epistemic curiosity shape science learning across development. While early scientific reasoning depends on the joint action of interest‐type and deprivation‐type curiosity, science knowledge is robustly driven by interest‐type curiosity, revealing a developmental reweighting of motivational mechanisms.
Susanne Koerber, Christopher Osterhaus
wiley +1 more source
The Role of Surprise in Hindsight Bias – A Metacognitive Model of Reduced and Reversed Hindsight Bias [PDF]
Hindsight bias is the well researched phenomenon that people falsely believe that they would have correctly predicted the outcome of an event once it is known.
Müller, Patrick A., Stahlberg, Dagmar
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Retrieval-based Metacognitive Monitoring in Self-regulated Learning [PDF]
, 2018 Metacognitive monitoring plays an important role in self- regulated learning. Accurate metacognitive monitoring facilitates effective control, which affects learning outcomes. Most studies that explore metacognitive monitoring have investigated learners’
Wu, Mengjiao
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British Journal of Educational Psychology, EarlyView.Abstract Background Scholars have reached a consensus on the influential roles and dynamic characteristics of epistemic emotions during the problem‐solving process; however, few research provided empirical evidence to reveal the temporal progression of these emotions.
Tingting Wang +5 more
wiley +1 more source
4. Assessing Metacognitive Knowledge Monitoring
, 2000 Metacognition has been defined as the ability to monitor, evaluate, and make plans for one\u27s learning (Flavell, 1979; Brown, 1980). Research has shown that learners with effective metacognitive skills are more capable of making accurate estimates of ...
Everson, Howard, Tobias, Sigmund
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British Journal of Educational Psychology, EarlyView.Abstract Background Learning English as a second language (L2) is crucial in a globalized world. However, longitudinal evidence on how young learners' achievement emotions and perceived teacher–child relationship quality jointly shape L2 outcomes remains limited.
Fabiola Silletti +6 more
wiley +1 more source
Assessment of metacognitive monitoring and control in baboons (Papio papio)
, 2015 International audienceMetacognition refers to the ability of an organism to evaluate its states of knowledge (metacognitive monitoring) and engage in appropriate information-seeking behaviors when a lack of knowledge is detected (metacognitive control ...
Malassis, Raphaëlle +2 more
core +1 more source
Metacognitive Monitoring of Internal and External Storage and Retrieval. [PDF]
, 2017 The ability to monitor our cognitive performance (i.e., metacognitive monitoring) is central to efficient functioning.Research investigating this ability has focused largely on tasks that rely exclusively on internal processes. However, our day-to-day cognitive activities often consist of mixes of internal and external processes.
Risko, Evan +4 more
openaire +1 more source
The role of generative AI in collaborative problem‐solving of authentic challenges
British Journal of Educational Technology, EarlyView.Abstract This study investigates undergraduate and postgraduate teamwork in a four‐week ‘Generative AI for Social Good’ hackathon, focusing on how students use GAI tools in authentic problem‐solving within their learning ecology. It examines the factors that foster productive collaboration and explores evidence of AI extending human cognition beyond ...
Nancy Law +7 more
wiley +1 more source
Generative artificial intelligence in higher education: Emotional tensions and ethical declaration
British Journal of Educational Technology, EarlyView.Abstract The increasing use of Generative Artificial Intelligence (GenAI) tools such as ChatGPT in higher education has raised questions about authorship, ethical responsibility, and academic transparency. While institutional guidelines exist, many remain vague and ineffective, leaving students to interpret disclosure obligations on their own.
Yao Qu, Hui En Loo, Jue Wang
wiley +1 more source