Undorf, Monika ; Livneh, Iris ; Ackerman, Rakefet (2021)
Metacognitive control processes in question answering: Help seeking and withholding answers.
In: Metacognition and Learning, 16 (2)
doi: 10.1007/s11409-021-09259-7
Artikel, Bibliographie
Kurzbeschreibung (Abstract)
When responding to knowledge questions, people monitor their confidence in the knowledge they retrieve from memory and strategically regulate their responses so as to provide answers that are both correct and informative. The current study investigated the association between subjective confidence and the use of two response strategies: seeking help and withholding answers by responding "I don't know". Seeking help has been extensively studied as a resource management strategy in self-regulated learning, but has been largely neglected in metacognition research. In contrast, withholding answers has received less attention in educational studies than in metacognition research. Across three experiments, we compared the relationship between subjective confidence and strategy use in conditions where participants could choose between submitting answers and seeking help, between submitting and withholding answers, or between submitting answers, seeking help, and withholding answers. Results consistently showed that the association between confidence and help seeking was weaker than that between confidence and withholding answers. This difference was found for participants from two different populations, remained when participants received monetary incentives for accurate answers, and replicated across two forms of help. Our findings suggest that seeking help is guided by a wider variety of considerations than withholding answers, with some considerations going beyond improving the immediate accuracy of one's answers. We discuss implications for research on metacognition and regarding question answering in educational and other contexts.
| Typ des Eintrags: | Artikel |
|---|---|
| Erschienen: | 2021 |
| Autor(en): | Undorf, Monika ; Livneh, Iris ; Ackerman, Rakefet |
| Art des Eintrags: | Bibliographie |
| Titel: | Metacognitive control processes in question answering: Help seeking and withholding answers |
| Sprache: | Englisch |
| Publikationsjahr: | August 2021 |
| Verlag: | Springer US |
| Titel der Zeitschrift, Zeitung oder Schriftenreihe: | Metacognition and Learning |
| Jahrgang/Volume einer Zeitschrift: | 16 |
| (Heft-)Nummer: | 2 |
| DOI: | 10.1007/s11409-021-09259-7 |
| URL / URN: | https://doi.org/10.1007/s11409-021-09259-7 http://link.sprin... |
| Kurzbeschreibung (Abstract): | When responding to knowledge questions, people monitor their confidence in the knowledge they retrieve from memory and strategically regulate their responses so as to provide answers that are both correct and informative. The current study investigated the association between subjective confidence and the use of two response strategies: seeking help and withholding answers by responding "I don't know". Seeking help has been extensively studied as a resource management strategy in self-regulated learning, but has been largely neglected in metacognition research. In contrast, withholding answers has received less attention in educational studies than in metacognition research. Across three experiments, we compared the relationship between subjective confidence and strategy use in conditions where participants could choose between submitting answers and seeking help, between submitting and withholding answers, or between submitting answers, seeking help, and withholding answers. Results consistently showed that the association between confidence and help seeking was weaker than that between confidence and withholding answers. This difference was found for participants from two different populations, remained when participants received monetary incentives for accurate answers, and replicated across two forms of help. Our findings suggest that seeking help is guided by a wider variety of considerations than withholding answers, with some considerations going beyond improving the immediate accuracy of one's answers. We discuss implications for research on metacognition and regarding question answering in educational and other contexts. |
| Freie Schlagworte: | help seeking, withholding answers, don't know responses, confidence, monitoring, control, control sensitivity, question answering, general knowledge questions |
| Fachbereich(e)/-gebiet(e): | 03 Fachbereich Humanwissenschaften 03 Fachbereich Humanwissenschaften > Institut für Psychologie 03 Fachbereich Humanwissenschaften > Institut für Psychologie > Angewandte Kognitionspsychologie |
| Hinterlegungsdatum: | 17 Mai 2024 06:55 |
| Letzte Änderung: | 17 Mai 2024 06:55 |
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