University of Oulu

Muhterem Dindar, Sanna Järvelä, Hanna Järvenoja, Interplay of metacognitive experiences and performance in collaborative problem solving, Computers & Education, Volume 154, 2020, 103922, ISSN 0360-1315,

Interplay of metacognitive experiences and performance in collaborative problem solving

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Author: Dindar, Muhterem1; Järvelä, Sanna1; Järvenoja, Hanna1
Organizations: 1University of Oulu, Faculty of Education, Finland
Format: article
Version: accepted version
Access: open
Online Access: PDF Full Text (PDF, 0.4 MB)
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Language: English
Published: Elsevier, 2020
Publish Date: 2020-12-10


Metacognitive experiences are the feelings and judgments that emerge in relation to an ongoing learning task. Much of the work on metacognitive experiences has studied these constructs piecemeal and mostly in individual learning settings. Thus, little is known about how metacognitive experiences co-occur in social learning settings. In light of this, we investigated the relationships between metacognitive experiences and their impact on perceived and objective task performance in a collaborative problem solving (CPS) simulation. Seventy-seven higher education students participated in the study. Metacognitive experiences (judgment of confidence, mental effort, task difficulty, task interest, and emotional valence) were measured with self-reports at multiple time points during CPS. A path analysis was conducted to investigate the relationship between metacognitive experiences and perceived performance. A generalized estimating equation was used to observe the relationships between metacognitive experiences and objective group CPS performance. Overall, the findings indicate complex relationships among the metacognitive experiences and performance in CPS and further highlight the social characteristics of metacognition.

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Series: Computers & education
ISSN: 0360-1315
ISSN-E: 1873-782X
ISSN-L: 0360-1315
Volume: 154
Article number: 103922
DOI: 10.1016/j.compedu.2020.103922
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
Funding: This research is funded by the Finnish Academy grants: 275440, 297686 and 308809.
Academy of Finland Grant Number: 275440
Detailed Information: 275440 (Academy of Finland Funding decision)
297686 (Academy of Finland Funding decision)
308809 (Academy of Finland Funding decision)
Copyright information: © 2020. This manuscript version is made available under the CC-BY-NC-ND 4.0 license