| Title: |
Calibration to Task Complexity: The Role of Epistemic Cognition |
| Language: |
English |
| Authors: |
Chevrier, Marianne; Muis, Krista R.; Di Leo, Ivana |
| Source: |
Journal of Experimental Education. 2020 88(1):1-26. |
| Availability: |
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
32 |
| Publication Date: |
2020 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Undergraduate Students; Beliefs; Climate; Change; Student Attitudes; Learning Strategies; Knowledge Level; Predictor Variables; Cognitive Processes; Difficulty Level; Metacognition; Self Management; Prior Learning; Academic Achievement |
| DOI: |
10.1080/00220973.2019.1584740 |
| ISSN: |
0022-0973 |
| Abstract: |
We examined the role of epistemic cognition in calibration to task complexity before and during learning. Sixty-six undergraduate students were presented with two learning tasks--a simple task and a more complex task--in random order. Prior to learning, offline measures of learners' epistemic beliefs about climate change were taken. An open-ended questionnaire was then used to capture task definitions, goals, and plans. To assess online epistemic cognition and learning strategies used during learning, a think-aloud protocol was employed. Results showed that epistemic beliefs before learning predicted epistemic cognition during learning. Further, results demonstrated that calibration to task complexity before learning was not related to epistemic beliefs but was related to epistemic cognition during learning. These findings suggest that individuals engage in epistemic cognition during learning to better understand the nature of the knowledge to be learned and that this results in better calibration of learning processes to task complexity. |
| Abstractor: |
As Provided |
| Entry Date: |
2019 |
| Accession Number: |
EJ1234529 |
| Database: |
ERIC |