Calibration to Task Complexity: The Role of Epistemic Cognition

Abstract

We examined the role of epistemic cognition in calibration to task complexity before and during learning. Sixty-six undergraduate students were presented with two learning tasks—a simple task and a more complex task—in random order. Prior to learning, offline measures of learners’ epistemic beliefs about climate change were taken. An open-ended questionnaire was then used to capture task definitions, goals, and plans. To assess online epistemic cognition and learning strategies used during learning, a think-aloud protocol was employed. Results showed that epistemic beliefs before learning predicted epistemic cognition during learning. Further, results demonstrated that calibration to task complexity before learning was not related to epistemic beliefs but was related to epistemic cognition during learning. These findings suggest that individuals engage in epistemic cognition during learning to better understand the nature of the knowledge to be learned and that this results in better calibration of learning processes to task complexity.

Keywords:

• Epistemic beliefs
• epistemic cognition
• metacognitive calibration
• self-regulated learning
• think-aloud methodology

Notes

Notes

1 To provide context, text in italics represent excerpts from the experimental texts.

2 We conducted a CFA to assess the fit of a four-factor solution and compared that to a second-order model wherein the four dimensions loaded onto a higher-order second factor. Model fits were equal. As such, we were confident in adopting a one-scale solution, which made it easier to categorize individuals as less or more constructivist in their epistemic beliefs for subsequent analyses.

Additional information

Funding

This work was supported by a grant provided to Dr. Krista R. Muis by the Social Sciences and Humanities Research Council of Canada.