The impact of an online tool for monitoring and regulating learning at university: overconfidence, learning strategy, and personality.
Saved in:
| Title: | The impact of an online tool for monitoring and regulating learning at university: overconfidence, learning strategy, and personality. |
|---|---|
| Authors: | Bruin, Anique1 anique.debruin@maastrichtuniversity.nl, Kok, Ellen1, Lobbestael, Jill2, Grip, Andries3 |
| Source: | Metacognition & Learning. Apr2017, Vol. 12 Issue 1, p21-43. 23p. |
| Subject Terms: | *Learning strategy instruction, *Confidence, *Student attitudes, Web-based user interfaces, Personality |
| Abstract: | Being overconfident when estimating scores for an upcoming exam is a widespread phenomenon in higher education and presents threats to self-regulated learning and academic performance. The present study sought to investigate how overconfidence and poor monitoring accuracy vary over the length of a college course, and how an intervention consisting of (1) a monitoring exercise and (2) a monitoring and regulation strategy, improves students' monitoring accuracy and academic performance. Moreover, we investigated how personality factors (i.e., grandiose and vulnerable narcissism, optimism) influence monitoring accuracy. We found that the Monitoring and Regulation Strategy positively influenced monitoring accuracy and exam scores, whereas the Monitoring Exercise that confronted students with their overconfidence protected students against overconfidence in the second exam score prediction but did not affect exam score. The results further revealed that exam score predictions lowered from the start to the end of the course for both poor and high performing students, but still leaving poor performers overconfident and high performers underconfident. Topic knowledge gained in the course did not wash out the Dunning Kruger effect, and results indicate that poor and high performers use different cues when predicting exam scores. Both grandiose and vulnerable narcissism contributed to overconfidence on exam score predictions but not on the Monitoring Exercise. These findings underline the potential of the Monitoring and Regulation Strategy intervention and ask for upscaling it to include measurements of self-regulated learning activities. [ABSTRACT FROM AUTHOR] |
| Copyright of Metacognition & Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 121741763 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: The impact of an online tool for monitoring and regulating learning at university: overconfidence, learning strategy, and personality. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Bruin%2C+Anique%22">Bruin, Anique</searchLink><relatesTo>1</relatesTo><i> anique.debruin@maastrichtuniversity.nl</i><br /><searchLink fieldCode="AR" term="%22Kok%2C+Ellen%22">Kok, Ellen</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Lobbestael%2C+Jill%22">Lobbestael, Jill</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Grip%2C+Andries%22">Grip, Andries</searchLink><relatesTo>3</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Metacognition+%26+Learning%22">Metacognition & Learning</searchLink>. Apr2017, Vol. 12 Issue 1, p21-43. 23p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Learning+strategy+instruction%22">Learning strategy instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Confidence%22">Confidence</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+attitudes%22">Student attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Web-based+user+interfaces%22">Web-based user interfaces</searchLink><br /><searchLink fieldCode="DE" term="%22Personality%22">Personality</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Being overconfident when estimating scores for an upcoming exam is a widespread phenomenon in higher education and presents threats to self-regulated learning and academic performance. The present study sought to investigate how overconfidence and poor monitoring accuracy vary over the length of a college course, and how an intervention consisting of (1) a monitoring exercise and (2) a monitoring and regulation strategy, improves students' monitoring accuracy and academic performance. Moreover, we investigated how personality factors (i.e., grandiose and vulnerable narcissism, optimism) influence monitoring accuracy. We found that the Monitoring and Regulation Strategy positively influenced monitoring accuracy and exam scores, whereas the Monitoring Exercise that confronted students with their overconfidence protected students against overconfidence in the second exam score prediction but did not affect exam score. The results further revealed that exam score predictions lowered from the start to the end of the course for both poor and high performing students, but still leaving poor performers overconfident and high performers underconfident. Topic knowledge gained in the course did not wash out the Dunning Kruger effect, and results indicate that poor and high performers use different cues when predicting exam scores. Both grandiose and vulnerable narcissism contributed to overconfidence on exam score predictions but not on the Monitoring Exercise. These findings underline the potential of the Monitoring and Regulation Strategy intervention and ask for upscaling it to include measurements of self-regulated learning activities. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Metacognition & Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=121741763 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11409-016-9159-5 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 21 Subjects: – SubjectFull: Learning strategy instruction Type: general – SubjectFull: Confidence Type: general – SubjectFull: Student attitudes Type: general – SubjectFull: Web-based user interfaces Type: general – SubjectFull: Personality Type: general Titles: – TitleFull: The impact of an online tool for monitoring and regulating learning at university: overconfidence, learning strategy, and personality. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Bruin, Anique – PersonEntity: Name: NameFull: Kok, Ellen – PersonEntity: Name: NameFull: Lobbestael, Jill – PersonEntity: Name: NameFull: Grip, Andries IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2017 Type: published Y: 2017 Identifiers: – Type: issn-print Value: 15561623 Numbering: – Type: volume Value: 12 – Type: issue Value: 1 Titles: – TitleFull: Metacognition & Learning Type: main |
| ResultId | 1 |
