Metacognitive confidence can increase but also decrease performance in academic settings

The present research examined the role of metacognitive confidence in understanding to what extent people’s valenced thoughts guide their performance in academic settings. First, students were asked to engage in positive or negative thinking about exams in their major area of study (Study 1) or abou...

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Detalles Bibliográficos
Autores: Moreno Díez, Lorena María, Briñol Turnes, Pablo Antonio, Petty, Richard E.
Tipo de recurso: artículo
Fecha de publicación:2021
País:España
Institución:Universidad Autónoma de Madrid
Repositorio:Biblos-e Archivo. Repositorio Institucional de la UAM
Idioma:inglés
OAI Identifier:oai:repositorio.uam.es:10486/700654
Acceso en línea:http://hdl.handle.net/10486/700654
https://dx.doi.org/10.1007/s11409-021-09270-y
Access Level:acceso abierto
Palabra clave:Academic performance
Confidence
Metacognition
Primary and secondary cognitions
Thoughts
Psicología
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spelling Metacognitive confidence can increase but also decrease performance in academic settingsMoreno Díez, Lorena MaríaBriñol Turnes, Pablo AntonioPetty, Richard E.Academic performanceConfidenceMetacognitionPrimary and secondary cognitionsThoughtsPsicologíaThe present research examined the role of metacognitive confidence in understanding to what extent people’s valenced thoughts guide their performance in academic settings. First, students were asked to engage in positive or negative thinking about exams in their major area of study (Study 1) or about themselves (Studies 2 and 3). The valence of these primary cognitions was manipulated to be positive or negative. Furthermore, a metacognitive variable, the perceived validity of the primary cognitions, was measured or varied to be relatively high or low. Finally, performance was assessed using a knowledge test (Study 1), a geometric shapes task (Study 2) or a selection of questions from the Graduate Record Examination (Study 3). In accordance with self-validation theory, we predicted and found that metacognitive confidence (relative to doubt) increased the impact of primary cognitions on performance. When thoughts were positive, increased confidence in the primary cognitions improved performance. However, when thoughts were negative, the same confidence validated the negative primary cognitions and reduced performance. Thus, metacognitive confidence can lead to opposite findings on performance depending on whether it validates performance-relevant positive thoughts or negative thoughts. Variations in the perceived validity of thoughts mediated the obtained effects. Therefore, we conclude that understanding the process of thought validation can help in specifying why and when metacognitive confidence is likely to work or to backfire in producing the desired performance effectsResearch was supported by the Ministerio de Ciencia e Innovación y Universidades, Gobierno de España (ES) [PSI2017-83303-C2-1-P] Grant to Pablo BriñolSpringerDepartamento de Psicología Social y MetodologíaFacultad de Psicología20212021-09-09research articlehttp://purl.org/coar/resource_type/c_2df8fbb1VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10486/700654https://dx.doi.org/10.1007/s11409-021-09270-yreponame:Biblos-e Archivo. Repositorio Institucional de la UAMinstname:Universidad Autónoma de MadridInglésengopen accesshttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccessoai:repositorio.uam.es:10486/7006542026-06-23T12:46:27Z
dc.title.none.fl_str_mv Metacognitive confidence can increase but also decrease performance in academic settings
title Metacognitive confidence can increase but also decrease performance in academic settings
spellingShingle Metacognitive confidence can increase but also decrease performance in academic settings
Moreno Díez, Lorena María
Academic performance
Confidence
Metacognition
Primary and secondary cognitions
Thoughts
Psicología
title_short Metacognitive confidence can increase but also decrease performance in academic settings
title_full Metacognitive confidence can increase but also decrease performance in academic settings
title_fullStr Metacognitive confidence can increase but also decrease performance in academic settings
title_full_unstemmed Metacognitive confidence can increase but also decrease performance in academic settings
title_sort Metacognitive confidence can increase but also decrease performance in academic settings
dc.creator.none.fl_str_mv Moreno Díez, Lorena María
Briñol Turnes, Pablo Antonio
Petty, Richard E.
author Moreno Díez, Lorena María
author_facet Moreno Díez, Lorena María
Briñol Turnes, Pablo Antonio
Petty, Richard E.
author_role author
author2 Briñol Turnes, Pablo Antonio
Petty, Richard E.
author2_role author
author
dc.contributor.none.fl_str_mv Departamento de Psicología Social y Metodología
Facultad de Psicología
dc.subject.none.fl_str_mv Academic performance
Confidence
Metacognition
Primary and secondary cognitions
Thoughts
Psicología
topic Academic performance
Confidence
Metacognition
Primary and secondary cognitions
Thoughts
Psicología
description The present research examined the role of metacognitive confidence in understanding to what extent people’s valenced thoughts guide their performance in academic settings. First, students were asked to engage in positive or negative thinking about exams in their major area of study (Study 1) or about themselves (Studies 2 and 3). The valence of these primary cognitions was manipulated to be positive or negative. Furthermore, a metacognitive variable, the perceived validity of the primary cognitions, was measured or varied to be relatively high or low. Finally, performance was assessed using a knowledge test (Study 1), a geometric shapes task (Study 2) or a selection of questions from the Graduate Record Examination (Study 3). In accordance with self-validation theory, we predicted and found that metacognitive confidence (relative to doubt) increased the impact of primary cognitions on performance. When thoughts were positive, increased confidence in the primary cognitions improved performance. However, when thoughts were negative, the same confidence validated the negative primary cognitions and reduced performance. Thus, metacognitive confidence can lead to opposite findings on performance depending on whether it validates performance-relevant positive thoughts or negative thoughts. Variations in the perceived validity of thoughts mediated the obtained effects. Therefore, we conclude that understanding the process of thought validation can help in specifying why and when metacognitive confidence is likely to work or to backfire in producing the desired performance effects
publishDate 2021
dc.date.none.fl_str_mv 2021
2021-09-09
dc.type.none.fl_str_mv research article
http://purl.org/coar/resource_type/c_2df8fbb1
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10486/700654
https://dx.doi.org/10.1007/s11409-021-09270-y
url http://hdl.handle.net/10486/700654
https://dx.doi.org/10.1007/s11409-021-09270-y
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Springer
publisher.none.fl_str_mv Springer
dc.source.none.fl_str_mv reponame:Biblos-e Archivo. Repositorio Institucional de la UAM
instname:Universidad Autónoma de Madrid
instname_str Universidad Autónoma de Madrid
reponame_str Biblos-e Archivo. Repositorio Institucional de la UAM
collection Biblos-e Archivo. Repositorio Institucional de la UAM
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