Does implicit theory of intelligence moderate judgment of learning-based study time allocation?
Does implicit theory of intelligence moderate judgment of learning-based study time allocation?
复制标题
内隐智力理论是否调节基于学习的学习时间分配的判断？
DOI：
10.1016/j.learninstruc.2022.101709
复制
发表时间：
2023
影响因子：
6.2
通讯作者：
Tanaka Ayumi
中科院分区：
文献类型：
--
作者：
Ikeda Kenji;Jiang Juming;Kakinuma Kyosuke;Tanaka Ayumi
先前的研究表明，智力理论（TOI），其中包括增量理论（智力是一个可塑性的特质，并逐步发展）和实体理论（智力是一个固定和稳定的特质），影响元认知控制过程。我们专注于元认知控制过程，如学习时间分配，并检查是否TOI调节学习判断（JOLs）和学习时间分配（JOL-based学习时间分配）之间的关系。在实验中，参与者被要求在最初的研究阶段记住单词对并制作JOL。随后，他们以自定进度的方式重新研究了这些内容。我们的研究结果表明，TOI并没有温和的JOL为基础的研究时间分配。实验1表明，在实验室环境中，参与者分配更多的学习时间，以降低JOL项目。实验2在在线设置中获得了类似的结果。这些结果表明，个人投入更多的学习时间学习差（较低的JOL）的项目，无论TOI。
Prior research demonstrated that the theory of intelligence (TOI), which included incremental theory (intelligence is a malleable trait and develops incrementally) and entity theory (intelligence is a fixed and stable trait), affected metacognitive control processes. We focused on metacognitive control processes, such as study time allocation, and examined whether TOI moderated the relationship between judgments of learning (JOLs) and study time allocation (JOL-based study time allocation). In the experiments, participants were asked to remember word pairs and make JOLs during the initial study phase. Subsequently, they restudied these in a self-paced manner. Our results suggest that the TOI did not moderate JOL-based study time allocation. Experiment 1 showed that participants allocated more study time to lower JOLs items in a laboratory setting. Experiment 2 obtained similar results in an online setting. These results suggest that individuals devote more study time to poorly learned (lower JOLs) items, regardless of the TOI.