Search

It is well established in educational research that metacognitive monitoring of performance assessed by self-reports, for instance, asking students to report their confidence in provided answers, is based on heuristic cues rather than on actual success in the task. Subjective self-reports are also used in educational research on cognitive load, where they refer to the perceived amount of mental effort invested in or difficulty of each task item. In the present study, we examined the potential underlying bases and the predictive value of mental effort and difficulty appraisals compared to confidence appraisals by applying metacognitive concepts and paradigms. In three experiments, participants faced verbal logic problems or one of two non-verbal reasoning tasks. In a between-participants design, each task item was followed by either mental effort, difficulty, or confidence appraisals. We examined the associations between the various appraisals, response time, and success rates. Consistently across all experiments, we found that mental effort and difficulty appraisals were associated more strongly than confidence with response time. Further, while all appraisals were highly predictive of solving success, the strength of this association was stronger for difficulty and confidence appraisals (which were similar) than for mental effort appraisals. We conclude that mental effort and difficulty appraisals are prone to misleading cues like other metacognitive judgments and are based on unique underlying processes. These findings challenge the accepted notion that mental effort appraisals can serve as reliable reflections of cognitive load.

Background: Hyper-video technology allows reflection on learning materials by writing personal notes and by interactions with lecturers and peers through shared posts and replies. While research shows that integrating hyper-videos in educational systems can promote the learning processes and outcomes, an open question remains regarding its actual utilization patterns by students and teachers. Objectives: The study aimed to reveal the extent to which students utilize different functions of hyper-videos in real-life learning contexts, and to examine the role of instructional design on hyper-video utilization. Method: In a mixed-method design, the study characterized active and passive interactions in hyper-videos in higher education courses, and amongst active interactions, compared shared versus private annotations. Additionally, the study compared voluntary and mandatory instructional design for promoting hyper-video interactions. In particular, we used learning analytics to explore hyper-video patterns in 25 undergraduate and graduate courses. Results and Discussion: A log analysis revealed that students wrote most of the posts, while lecturers mainly provided replies to students' posts. Private annotations were more prevalent than shared writing, pointing to the unfulfilled potential of hyper-video annotations to benefit from collaborative learning. A qualitative analysis on instructional design was consistent with quantitative findings, revealing important differences between the courses with mandatory versus voluntary hyper-video integration in pedagogical design, and in cognitive presence and teaching presence, based on the community of inquiry framework. Major takeaways: Findings point to an unfulfilled potential of hyper-video technology to promote active and collaborative learning. This highlights the role of design and instructive guidance when integrating technology into educational systems.

Academic dishonesty has been growing in both digital and analog settings. The present study aimed to generalize the ethical dissonance index (EDI), which was established in a sample of Israeli school students as the gap between the pervasiveness of academic dishonesty and its perceived legitimacy. Furthermore, the study examined how technology, dishonesty type and individual differences affect these factors. The study employed a scenario-based approach -- an indirect strategy for deducing academic dishonest behaviors. Participants were 1055 school students from various grade levels, geographic locations and religious/ethnic sectors. Results regarding the role of technology revealed that, overall, digital academic dishonesty was less pervasive and deemed more legitimate compared to analog dishonesty. However, this relationship varied as a function of dishonesty type. Findings confirmed that students experienced some level of ethical dissonance, generalizing the EDI. Notably, individual differences did not affect the relationship between media, dishonesty type and the EDI.

When faced with challenging thinking tasks accompanied by a feeling of uncertainty, people often prefer to opt out (e.g., replying “I don’t know”, seeking advice) over giving low-confidence responses. In professions with high-stakes decisions (e.g., judges, medical practitioners), opting out is generally seen as preferable to making unreliable decisions. Contrarily, in educational settings, despite being designed to prepare students for real-life challenges, opting out is often viewed as an indication of low motivation or an avoidance of challenges. Presenting a complementary perspective, metacognitive research dealing with knowledge management and problem-solving shows substantial empirical evidence that both adults and children can use opt-out options to enhance the quality of their responses. Moreover, there are initial signs that strategic opting out can increase the efficiency of self-regulated effort. These opportunities to improve self-regulated learning have yet to be exploited in instructional design. Research guided by Cognitive Load Theory (CLT), which focuses on effort allocation in the face of cognitive challenges, has largely ignored the benefits of opting out as a strategy for improving effort allocation. The present review summarizes advantages and pitfalls within the current state of knowledge. Furthermore, we propose new avenues of inquiry for examining the impact of incorporating explicit opt-out options in instructional design to support knowledge and skill acquisition. As a novel avenue, we urge educators to develop effective opting-out skills in students to prepare them for real-life challenges. [ABSTRACT FROM AUTHOR]

Body image dissatisfaction has been associated with harmful effects on the psychological well-being of women in western societies. Religion has been suggested to be a protective factor against body image dissatisfaction, though its precise mechanisms are not fully understood. Thus, the present study investigated the relationship between religious denominations and body image, both positive and negative. Further, it examined strength of religious faith, media exposure, and modesty, as possible mediating factors underlying this relationship. Participants were 483 Jewish women belonging to ultra-Orthodox, modern-Orthodox, or to a secular population. All factors were measured by self-report questionnaires. Findings revealed that compared to secular Jewish women, ultra-Orthodox Jewish women maintain more positive attitudes regarding their bodies, and suffer less from body image dissatisfaction. Importantly, positive and negative body image had unique effects: Positive body image differed between the Ultra-Orthodox group and the other two groups, and this relationship was fully mediated both by media exposure and by strength of religious faith. For negative body image, secular women differed from the two other groups, and this relationship was fully mediated only by media exposure. These findings are discussed in light of sociocultural influences, and related clinical implications., Author(s): Shulamit Geller [sup.1], Jonathan Handelzalts [sup.1], Rita Gelfat [sup.1], Shirli Arbel [sup.1], Yael Sidi [sup.2], Sigal Levy [sup.1] Author Affiliations: (1) grid.430432.2, 0000 0004 0604 7651, School of Behavioral [...]

Screen inferiority in performance and metacognitive processes has been repeatedly found with text learning. Common explanations for screen inferiority relate to technological and physiological disadvantages associated with extensive reading on screen. However, recent studies point to lesser recruitment of mental effort on screen than on paper. Learning tasks involving a heavy reading burden confound technological and physiological media differences with potential media effects on recruitment of mental effort. The present study focused on media effects on effort recruitment. We examined whether screen inferiority remains even with a brief task that nevertheless requires effort recruitment. In two experiments, participants faced three short math problems that require systematic processing to solve correctly. We examined media effect on solving these problems, and the potential of disturbed perceptual fluency (i.e., disfluent versus fluent fonts) to induce effort investment. Overall, there were no performance differences between the media. However, when collecting confidence ratings, disfluency improved performance on screen and hindered it on paper. Only on paper confidence ratings were sensitive to performance differences associated with fluency, and resolution was better with the disfluent font than with the fluent font. Correspondingly, another sample reported on their preference of media for solving the problems. They expressed a clear reluctance to working on screen despite the task being brief. This preference is suggestive of reliable meta-metacognitive judgments reflecting the general lower quality of metacognitive processes on screen. The findings call for considering medium and presentation format effects on metacognitive processing when designing computerized environments, even for brief tasks.

Memorability studies have revealed a limitation in our ability to accurately judge which images are memorable. Conversely, metacognitive research suggests that individuals can utilize cues to reliably assess their memory performance. Here, we investigated two important stimulus cues potentially underlying subjective memorability, and their relation to actual memory performance. Participants encoded 200 real-world object images while providing Judgements of Learning (JOLs), in which they estimated the likelihood of remembering each image. Subsequently, they completed an old/new memory recognition test on these stimuli. All stimuli were priorly rated by an independent group of participants for their perceived meaningfulness and visual complexity. Results indicated that participants' metacognitive judgements exhibited a relatively good resolution, allowing them to distinguish well-remembered from less-remembered images. Furthermore, analyses conducted at the image level demonstrated that JOLs significantly predicted memory performance, with the meaningfulness of the images emerging as a crucial factor associated with JOLs of both participants and their actual memory performance. The visual complexity factor was correlated only with the actual memory performance. Collectively, these findings suggest that memory performance is closely associated with the meaning of objects. Critically, individuals possess a subjective sense of images' memorability, which is at least partially mediated by perceived meaningfulness. [ABSTRACT FROM AUTHOR]

The shift to working from home, which has intensified due to Covid-19, increased our reliance on communication technology and the need to communicate effectively via computer-mediated communication and especially via text. Paralinguistic cues, such as repeated punctuation, are used to compensate for the lack of non-verbal cues in text-based formats. However, it is unclear whether these cues indeed bridge the potential gap between the writer's intentions and the reader's interpretations. A pilot study and two experiments investigated the effect of using repeated punctuation on behavioral intention to assist an email writer in a work-related situation. Findings demonstrate that while the intentions behind using repeated punctuation relate to signaling situational importance or affective state, behavioral intentions are driven by dispositional rather than situational attributions. Specifically, the use of repeated punctuation reduces perceived competence of the message writer and consequently decreases positive behavioral intentions. Overall, the study challenges the simplified view of paralinguistic cues as communication facilitators, highlighting their potential harmful effects on impression formation and behavioral intentions in the digital age. [ABSTRACT FROM AUTHOR]

The study aimed to investigate the association of the Muslim religion, as a multidimensional factor, with social pressures related to body image concerns, among Muslim women in Israel. Four hundred and Seventy-five Israeli Muslim women ages between 18 and 30 years completed questionnaire measures of strength of religious faith, wearing a traditional head cover (the Hijab), positive and negative body image, media exposure, societal pressures to conform to Western body ideals and its internalization, from 2016 to 2018. Strength of religious faith and wearing the Hijab were positively associated with positive aspects of body image, while only strength of religious faith negatively correlated with body dissatisfaction. Further, mediation analyses revealed that the relationship between the strength of religious faith and both positive body image and body dissatisfaction was mediated by media pressures. Notably, reduced peer pressures had more influence on positive body image, while reduced family pressures were more influential for negative body image. These results are discussed with regard to promoting a more intricate and multicultural understanding of body image concepts. [ABSTRACT FROM AUTHOR]

Visual working memory (VWM) has been extensively studied in the context of memory capacity. However, less research has been devoted to the metacognitive processes involved in VWM. Most metacognitive studies of VWM studies tested simple, impoverished stimuli, whereas outside of the laboratory setting, we typically interact with meaningful, complex objects. Thus, the present study aimed to explore the extent to which people are able to monitor VWM of real-world objects that are more ecologically valid and further afford less inter-trial interference. Specifically, in three experiments, participants viewed a set of either four or six memory items, consisting of images of unique real-world objects that were not repeated throughout the experiment. Following the memory array, participants were asked to indicate where the probe item appeared (Experiment 1) whether it appeared at all (Experiment 2) or whether it appeared and what was its temporal order (Experiment 3). VWM monitoring was assessed by subjective confidence judgments regarding participants' objective performance. Similar to common metacognitive findings in other domains, we found that subjective judgments overestimated performance and underestimated errors, even for real-world, complex items held in VWM. These biases seem not to be task-specific as they were found in temporal, spatial, and identity VWM tasks. Yet, the results further showed that meaningful, real-world objects were better remembered than distorted items, and this memory advantage also translated to metacognitive measures. [ABSTRACT FROM AUTHOR]

Jewish Israeli women from three denominations: Ultra-orthodox, modern-orthodox, and secular (N = 483), completed an online survey measuring levels of internalisation of thin-ideal, socio-cultural pressures, and appearance investment. Findings showed that the secular group was higher in internalisation than both religious groups, and higher in appearance investment compared to the Ultra-orthodox group. Moreover, media pressures had the largest influence over the secular group. In a further examination of the role of internalisation as a mediator in the relationship between socio-cultural pressures and appearance investment, different patterns were found for the different denominations. Taken together, our findings demonstrate the possible protective power of religion, while indicating the media as the main culprit negatively influencing body image dissatisfaction. [ABSTRACT FROM AUTHOR]

The relationship between affect and metacognitive processes has been largely overlooked in both the affect and the metacognition literatures. While at the core of many affect-cognition theories is the notion that positive affective states lead people to be more confident, few studies systematically investigated how positive affect influences confidence and strategic behaviour. In two experiments, when participants were free to control answer interval to general knowledge questions (e.g. question: “in what year”, answer: “it was between 1970 and 1985”), participants induced with positive affect outperformed participants in a neutral affect condition. However, in Experiment 1 positive affect participants showed larger overconfidence than neutral affect participants. In Experiment 2, enhanced salience of social cues eliminated this overconfidence disadvantage of positive affect relative to neutral affect participants, without compromising their enhanced performance. Notably, in both experiments, positive affect led to compromised social norms regarding the answers’ informativeness. Implications for both affect and metacognition are discussed. [ABSTRACT FROM AUTHOR]

The purpose of the current study was to assess the uniqueness of the condition of kidney transplant recipients in comparison to a sample of matching healthy peers in relation to body-image dissatisfaction and identification, quality of life and psychological distress. Participants were 45 kidney transplant recipients who were under follow-up care at a Transplant Unit of a major Medical Center, and a sample of 45 matching healthy peers. Measures were taken using self-report questionnaires [Body-Image Ideals Questionnaire (BIIQ), Body Identification Questionnaire (BIQ), Brief Symptoms Inventory (BSI), and the SF-12]. The major findings were the following: (i) kidney transplant recipients reported lower levels of quality of life and higher levels of PsD when compared to their healthy peers; (ii) no difference in body-image dissatisfaction was found between the two studied groups; (iii) significant correlations between body-image dissatisfaction quality of life and PsD were found only in the kidney transplant recipients. The kidney transplantation condition has a moderating effect in the association between body-image dissatisfaction PsD but not in the association between body-image dissatisfaction and quality of life; (iv) kidney transplant recipients experienced higher levels of body identification than did their healthy peers. Taken together, these findings highlight the unique condition of kidney transplant recipients, as well as the function that body-image plays within the self. [ABSTRACT FROM AUTHOR]

The role that body image plays in the psychological adjustment of kidney-transplant recipients is an understudied issue. In the current study, the association between three variables – (a) body-image dissatisfaction, (b) quality of life (QOL), and (c) psychological distress – was investigated. The research participants were 45 kidney-transplant recipients who were under follow-up care at the Transplant Unit of the Tel-Aviv Medical Center (Israel). Body image, psychological distress, and QOL were measured using self-report questionnaires [Body-Image Ideals Questionnaire (BIIQ), Brief Symptoms Inventory (BSI), and SF-12]. Medical and background data were collected from medical and administrative records. The findings indicated an association between higher level of body-image dissatisfaction and a decrease in several quality-of-life dimensions (role emotional, physical pain, general health, and social functioning), and with an increase in psychological distress. These findings highlight the importance of body-image dissatisfaction as a factor that is associated with QOL and psychological distress among kidney-transplant recipients. Body image warrants further attention and should be screened and treated among those who demonstrate high levels of dissatisfaction. [ABSTRACT FROM PUBLISHER]