1. Meta-Cognition, Motivation, and Affect PSY504 Spring term, 2011 January 13, 2010

2. Today’s Class Administrative Stuff Introduction

3. Administrative Stuff Is everyone signed up for class? If not, and you want to receive credit, please talk to me after class

4. Class Schedule

5. As shown on the schedule Class will end at 5:10pm instead of 5:20pm Some classes will be cancelled Extra Friday sessions will be added The total class time will be equal

6. Fridays What times work for everyone? I will schedule a room

7. Required Texts None

8. Required Readings Listed in the course schedule on the web Wed, Jan. 19 reading now online All readings will be posted online soon

9. Required Readings Are not actually all that required

10. Required Readings This is a graduate class I expect you to be motivated and apply meta- cognition To decide what is absolutely crucial And what you should skim to be prepared for class discussion and for when you need to know it in 8 years

11. Course Goals Learn about three key types of constructs that significantly impact learning and performance in real‐world settings, including but not limited to educational settings. – Meta-Cognition, Motivation, & Affect Gain understanding of the main theoretical frameworks, and major empirical results, that relate individuals‘ meta‐cognition, motivation, and affect to real‐world outcomes, both in educational settings and other areas of life. Learn how theories and findings in these domains can be concretely used to improve instruction and performance, Complete final projects that require applying research in these areas to real‐world problems.

12. Along the way Studying classical and new ways to measure these constructs – Questionnaires – Experience Sampling Method – Quantitative Field Observation – Expert Ratings of Video or Pictures – Think-Aloud Protocols – Data Mining – Rational Models – Sensor-Based Models

13. Assignments 2 multi-part assignments Late policy and turn-in policy is in your syllabus

14. Assignments In order to support you in utilizing meta- cognition and planning your semester, I am handing out the two assignments now

15. Topic Presentation/Paper Each of you will select one class during the semester You will run that class, leading the class in a discussion of that topic – Including the required readings but going beyond them Between then, and April 20, you will submit an extended paper on that topic Please read the assignment quickly – Any questions? – You can ask more questions later

16. Topics Please look at the course schedule Who would like to teach which topics? – Between Friday, Jan. 28 and the end of the semester

17. Course Project A semester-long project Can be conducted individually, or in groups of any size Can be linked to your research – I strongly encourage this

18. Course Project Proposal Presentation Methods Paper Results Paper Final Presentation Please read the assignment quickly – Any questions? – You can ask more questions later

19. Class Participation 10% of final grade This is a small class, let’s have good discussions

20. Examinations There will be an incredibly painful and grueling examination on April 1 Fortunately, it will count for 0% of your grade

21. Plagiarism and Cheating Don’t do it If you have any questions about what it is, talk to me before you turn in an assignment that involves either of these University regulations will be followed to the letter

22. Accommodations for Students with Disabilities See syllabus and then see me

23. Surveys Periodically, I will put up a survey on the web so that you can anonymously give me feedback on the previous class Please fill these out, as it will help me improve this course for you!

24. Questions Any questions on the syllabus, schedule, or administrative topics?

25. Today’s Class Administrative Stuff Introduction

26. Who are you And why are you here? Why are you interested in meta-cognition, motivation, or affect?

27. Your Definitions Meta-Cognition Motivation Affect

28. Meta-Cognition “Cognition about cognition” “Knowing about knowing” “Metacognition refers to one’s knowledge concerning one’s own cognitive processes or anything related to them, e.g., the learning- relevant properties of information or data. For example, I am engaging in metacognition if I notice that I am having more trouble learning A than B; if it strikes me that I should double check C before accepting it as fact.” – Flavell, 1976

29. Motivation Desire or drive to accomplish goals In education, desire or drive to succeed in learning or educational performance

30. Affect “Emotion in context” “Experience or feeling of emotion”

31. Why are these constructs being taught in the same class? Your thoughts?

32. To elucidate this issue… Let’s draw a map

33. Get out a piece of paper And draw a diagram with arrows Linking (as many of these as you want, plus other stuff if you want) AffectMotivationMeta-Cognition Cognition LearningStrategic Behavior DisengagementSelf-Regulation Off-Task BehaviorGoalsValuation InterestSelf-EfficacySelf-Concept ProcrastinationDrop-Out

34. Let’s take a look… At your diagrams What do they share in common? How do they differ?

35. We’ll save your diagrams And re-consider at the end of the semester

36. My thoughts M, M, & A influence student behaviors which in turn influence learning – It can be hard to tell which one explains a student behavior – Example: Does a student read help to get answers rather than to learn because: They don’t know that’s an ineffective way to learn (Aleven et al., 2004, 2006) Their goal is to complete the tutor rather than to learn (Martinez- Miron et al., 2004) They are bored at that moment (Rodrigo et al., 2007, 2008) All three involve higher-order cognition All three are experiencing a revolution in methods

37. Next Class Wednesday, January 19 4pm-5:10pm Meta-cognition: Definitions and Empirical Foundations Hacker, D.J. (1999) Definitions and Empirical Foundations. In Hacker, D.J., Dunlosky, J., Graesser, A.C. Metacognition in Educational Theory and Practice, 1-24.

38. The End