Individual, Family, and Community Education ETDs

Publication Date

Spring 5-15-2018

Abstract

Educators have daily experience with how students' emotional states influence their behaviors and levels of motivation. What is more poorly understood and even counterintuitive in effect is the subtler role of emotion in the role of metacognitive monitoring in the form of learning belief development. The research driving current understanding in this area is limited and fragmented across disciplines. The purpose of the current quantitative, cross-sectional study was to contribute to our understanding of the role that emotion plays in metacognitive monitoring. The study used self-report measures given before and after a video-based learning task. Metrics included measures of emotional state, intelligence, and self-reported metacognitive monitoring in the form of self-efficacy and post-assessment performance beliefs. The sample consisted of 104 college students from the University of New Mexico attended one of several sessions held during the spring semester. Participants completed the assessments while watching two videos, one a presentation on positive psychology and the other a philosophy lecture on logical fallacies. Demographic and environmental details were examined as intervening variables. Results of multiple regression analysis suggest a relationship between emotion and beliefs formed during metacognitive monitoring. Positive emotions tended to be associated with overestimation of ability and performance while negative emotions showed a more complex influence with type of negative emotion determining the strength and direction of effect. Findings suggest these effects are independent of environmental or demographic factors and are congruent with the literature on the influence of emotions on cognition and metacognitive beliefs. Developing a better understanding of the influence of emotion on metacognitive processes may help educators take steps to improve students' self-assessments and researchers' understanding of hot cognition.

Keywords

Emotion, metacognition, metacognitive monitoring, learning beliefs

Document Type

Dissertation

Language

English

Degree Name

Educational Psychology

Level of Degree

Doctoral

Department Name

Individual, Family, and Community Education

First Committee Member (Chair)

Dr. Terri Flowerday

Second Committee Member

Dr. Jay Parkes

Third Committee Member

Dr. Martin Jones

Fourth Committee Member

Dr. Matthew Lemberger-Truelove

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