The Impact of Cooperation and Competition on Metacognitive Monitoring in Classroom Context
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F44555601%3A13430%2F21%3A43897535" target="_blank" >RIV/44555601:13430/21:43897535 - isvavai.cz</a>
Result on the web
<a href="https://www.tandfonline.com/doi/full/10.1080/00220973.2020.1751577" target="_blank" >https://www.tandfonline.com/doi/full/10.1080/00220973.2020.1751577</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1080/00220973.2020.1751577" target="_blank" >10.1080/00220973.2020.1751577</a>
Alternative languages
Result language
angličtina
Original language name
The Impact of Cooperation and Competition on Metacognitive Monitoring in Classroom Context
Original language description
Metacognitive monitoring skills are crucial for middle school students to improve academic performance and promote self-regulation. The current study examined the effect of social interaction on metacognitive monitoring training assessed by calibration accuracy measures and performance on comprehension items. Sixth-grade students (N = 84) assigned to competitive, cooperative, and individual conditions completed multiple-choice comprehension items and item-level confidence judgments for expository and narrative reading passages in eight sessions distributed over six weeks. Results indicated no improvement in monitoring accuracy due to classroom conditions. In contrast, overconfidence increased for students in the competitive condition across the intervention. However, students in the cooperative condition demonstrated higher comprehension on the final training passage relative to students in the other two conditions. In addition, text interest was positively related to students' judgment accuracy in the cooperative and individual conditions but not in the competitive condition. This study underscores the importance of social context with regard to metacognitive processes and performance outcomes during classroom instruction.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50101 - Psychology (including human - machine relations)
Result continuities
Project
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Continuities
S - Specificky vyzkum na vysokych skolach
Others
Publication year
2021
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
The Journal of Experimental Education
ISSN
0022-0973
e-ISSN
1940-0683
Volume of the periodical
89
Issue of the periodical within the volume
2
Country of publishing house
GB - UNITED KINGDOM
Number of pages
22
Pages from-to
237-258
UT code for WoS article
000532014000001
EID of the result in the Scopus database
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