Task Performance and Metacognitive Experiences in Problem-Solving

The effects of task performance on metacognitive experiences and relations between task performance and metacognitive experiences in problem-solving were examined with 69 Japanese undergraduate students. The task was a puzzle called the cross breaker, consisting of seven pieces, and several figures...

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Bibliographic Details
Published in:Psychological reports 2004-04, Vol.94 (2), p.715-722
Main Authors: Akama, Kenichi, Yamauchi, Hirotsugu
Format: Article
Language:English
Subjects:
Achievement
Adolescent
Adult
Attitude
Cognition
Female
Humans
Male
Models, Psychological
Problem Solving
Self Concept
Students - psychology
Task Performance and Analysis
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Summary:The effects of task performance on metacognitive experiences and relations between task performance and metacognitive experiences in problem-solving were examined with 69 Japanese undergraduate students. The task was a puzzle called the cross breaker, consisting of seven pieces, and several figures were constructed by using those seven pieces. Eight types of metacognitive experiences, before and after performing the task, were rated. Participants were classified into Success and Failure groups based on their task performance. Use of all but two metacognitive experiences differed between the groups. There were medium to high positive and negative correlations for metacognitive experiences with performance after the puzzle task, whereas metacognitive experiences before the task generally had no significant correlations with performance. Despite small N, participants' metacognitive experiences seemed to reflect their actual performance, suggesting that people obtain information from their performance and use it to revise their metacognitive experiences. Furthermore, metacognitive experiences may help people solve similar problems in the future.
ISSN:0033-2941
1558-691X
DOI:10.2466/pr0.94.2.715-722