Metacognition

Monitoring and self-evaluating one’s current state of learning and performance is a core process of self-regulated learning. Inaccurate monitoring may result in not enough or too much study time allocation, or in selecting the wrong material for restudy.

The metacognition research group, thus works on the issues of (a) what factors influence monitoring accuracy, (b) benefits and costs of biased self-evaluations, and (c) how to support students in accurately monitoring their learning.

Selected publications:

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Lippmann, M., Schwartz, N. H., Jacobson, N. G., & Narciss, S. (2018). The concreteness of titles affects metacognition and study motivation. Instructional Science, https://doi.org/10.1007/s11251-018-9478-9

Magreehan, D.A., Serra, M.J., Schwartz, N.H., & Narciss, S. (2016) Further Boundary Conditions for the Effects of Perceptual Disfluency on Judgments of Learning. Metacognition and Learning. 11, 35-56. https://doi.org/10.1007/s11409-015-9147-1

Narciss, S., Koerndle, H., & Dresel, M. (2011). Self-evaluation accuracy and satisfaction with performance: Are there affective costs or benefits of positive self-evaluation bias? International Journal of Educational Research. 50, 230-240, doi:10.1016/j.ijer.2011.08.004.

Bouffard, T., & Narciss, S. (2011). Benefits and Risks of Positive Biases in Self-evaluation of Academic Competence: Introduction. International Journal of Educational Research. 50, 205-208, doi: /10.1016/j.ijer.2011.08.001