A Case Study of an Ignored Facet: Metacognitive Experiences

Authors : Nesrin Ozturk

Pages : 421-435

Doi:10.30900/kafkasegt.1437843

View : 38 | Download : 62

Publication Date : 2024-08-31

Article Type : Research Paper

Abstract :Metacognitive experiences, a component of metacognition, may have distinctive characteristics at each instance, and they help relate and practice metacognitive knowledge and strategies. This case study examines pre-service teachers’ task-specific metacognitive experiences and strategic planning performances. Data were collected from 187 volunteers via four different tasks with compatible demands and the Metacognitive Experiences Questionnaire, delivered before and after task completion. The reasons behind task selection were coded thematically, and performance scores were coded regarding the complexity of strategic planning. Findings confirmed that strategic planning performance did not vary across tasks, reasons, or class levels. Moreover, while the data did not fit the theoretical model of the Metacognitive Experiences Questionnaire, an exploratory factor analysis produced a three-factor solution for task-specific metacognitive experiences. Task-specific metacognitive experiences in this study may be represented by metacognitive estimates, feelings, and judgments, and they explained 59.5% of the variance. Post-task correctness and confidence judgments were significant predictors. While correctness judgments may facilitate performance, confidence may impose false adequacy judgments, implying the Dunning-Kruger effect.
Keywords : Metacognitive experience, task specific performance, confidence judgements, Dunning Kruger effect