Is Situational Interest a Metacognitive Risk? (Poster 13)

• In Event: AERA Poster Session 11
  In Poster Session: Investigations Into Self-Regulation of Learning and Related Constructs (San Diego)

Abstract

The study examined whether situational interest poses a metacognitive risk among upper elementary children and also the impact of practice and type of text on this relationship. In a classroom intervention spanning twenty-six weeks, 365 fifth-grade students read a weekly passage, answered questions about the passage, provided confidence judgments, and rated their interest. Findings indicate that although situational interest was associated with more accurate calibration, it predicted overconfidence. Both distributed practice and text type significantly moderated the effect of situational interest on monitoring accuracy. Findings from this study suggest that situational interest may indeed pose a metacognitive risk among elementary-aged children and adds nuance to prior findings on the interest-monitoring accuracy relationship.

Authors

• Samira Syal, ICF International

• John L. Nietfeld, North Carolina State University