A Case Study of an Ignored Facet: Metacognitive Experiences

Year 2024, , 421 - 435, 31.08.2024

Nesrin Ozturk

https://doi.org/10.30900/kafkasegt.1437843

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.

Ethical Statement

This study was approved by the Ethical Board of Izmir Democracy University, Doc No: 2021/64, approved on 9/3/21 with 2021-9/3 approval no.

Supporting Institution

İzmir Demokrasi Üniversitesi

Project Number

This study was funded by İzmir Demokrasi University, Research Studies and Projects Coordination Unit (Project number: HIZDEP- EĞF/2202).

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