Feeling of difficulty: An aspect of monitoring that influences control

Efklides, Anastasia; Samara, Akilina; Petropoulou, Marina

doi:10.1007/bf03172973

Cited by 67 publications

(59 citation statements)

References 10 publications

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“…From this point of view, they provide information about the person's capability to deal with a particular task and achieve a desired outcome. This sense of task-specific competence, however, may have broader effects than just online monitoring and control of processing (Efklides et al, 1999). As Metallidou and Efklides (2001) have shown, ME influence the person's causal attributions of ability, effort, and task difficulty.…”

Section: Metacognitive Experiencesmentioning

confidence: 99%

“…Feeling of difficulty (FOD) reflects processing interruption during problem solving and its role is to trigger control decisions. (For the factors that influence FOD, see Efklides, 2001;Efklides, Papadaki, Papantoniou, & Kiosseoglou, 1997, 1998Efklides, Samara, & Petropoulou, 1999.) Feeling of difficulty is related to the causal attribution of task difficulty (Metallidou & Efklides, 2001) and, therefore, indirectly provides information about the student's capability to deal with the task.…”

Section: The Present Studymentioning

confidence: 99%

“…Previous research has shown that ME serve self-regulation through their monitoring and control of cognitive processing (Efklides, Samara, & Petropoulou, 1999). However, as Dermitzaki and Efklides (2001) have shown, ME are associated with self-concept.…”

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confidence: 95%

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Metacognitive Experiences, Self-Concept, and Self-Regulation

Efklides

Tsiora

2002

PSYCHOLOGIA -An International Journal of Psychological Sciences

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The study aimed at identifying the role of metacognitive experiences (ME), such as feeling of difficulty, estimate of solution correctness and estimate of effort exerted, in the formation of one's self-concept in the mathematics domain and in selfregulation. The idea was that when one enters an achievement situation, one's selfconcept in the respective domain will influence the ME evoked in response to the task at hand. The ME, in their turn, will influence and shape one's task-specific selfconcept and through it one's more general self-concept in the respective academic domain. To test these predictions a longitudinal study was designed, in which 172 students of 5th and 6th grade participated. On the first testing, they were given a questionnaire tapping their self-concept in mathematics and two verbal mathematical problems. Before and after problem solving, ME were measured on a 4-point scale. After that, a questionnaire addressing their self-concept in verbal mathematical tasks was administered. On the second testing, one week later, the same process was repeated, with two more mathematical problems, which were more difficult than the initial two. On the third testing, the same procedure was followed with all 4 mathematical problems. Students' ability in mathematics was represented by their respective school marks. Path analysis confirmed the predictions stated. It was found that exisiting self-concept influences ME which, along with information from task processing, feed back on self-concept and update it. Thus self-regulation becomes more adaptive to reality demands.

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Section: Metacognitive Experiencesmentioning

confidence: 99%

Section: The Present Studymentioning

confidence: 99%

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Metacognitive Experiences, Self-Concept, and Self-Regulation

Efklides

Tsiora

2002

PSYCHOLOGIA -An International Journal of Psychological Sciences

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“…Therefore perceived difficulty should not be confused with objective demands. Efklides, Samara, and Petropoulou (1999) note that although objective task demands and perceived difficulty are often related, they are not perfectly mirrored, as perception depends on various factors, including individual differences in ability, and affect. Bilda et al (2006) suggested that one of the ways that sketching may support the creative process is by reducing strain on working memory resources and by supporting image maintenance.…”

Section: Perceived Difficulty Skill-challenge Balance and Cognitivementioning

confidence: 99%

Mental and perceptual feedback in the development of creative flow

Cseh

Phillips

Pearson

2016

Consciousness and Cognition

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Sketching is considered by artists and designers to be a vital tool in the creative process. However, research shows that externalisation during the creative process (i.e., sketching) is not necessary to create effectively. This study examines whether sketching may play a more important role in the subjective experience of creativity by facilitating the deeply focused, optimal state of consciousness termed 'flow' (being 'in the zone'). The study additionally explored whether sketching affects flow by easing cognitive load or by providing a clearer sense of self-feedback. Participants carried out the creative mental synthesis task (combining sets of simple shapes into creative drawings), experimentally simulating the visual creative process. Ideas were generated either mentally before committing to a final drawing, or with external perceptual support through sketching, and cognitive load was varied by using either three-or five-shape sets. The sketching condition resulted in greater experience of flow and lower perceived task difficulty. However, cognitive load did not affect flow and there was no interaction between load and sketching conditions. These findings are the first to empirically demonstrate that sketching increases flow experience, and that this is not dependent on an associated reduction in overall working memory load.

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“…Firstly as Dermitzaki and Efklides (2001) argued, metacognitive experiences form an intrinsic context, mainly affective, that influences the perception of learning outcomes (performance attributions; see also Metallidou & Efklides, 2001) and future motivation and self-regulation in a domain. Secondly, metacognitive experiences trigger control decisions such as effort expenditure and cognitive strategies to be used at the task level (Efklides, Samara, & Petropoulou, 1999). Thirdly, they influence one's self-concept and self-efficacy even without explicit selfevaluative processes (Efklides & Tsiora, Article 2).…”

Section: The Present Special Issuementioning

confidence: 99%

Motivation and Self-Regulation: Processes Involved and Context Effects-a Discussion

Efklides

Niemivirta

Yamauchi

2003

PSYCHOLOGIA -An International Journal of Psychological Sciences

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and Hirotsugu YAMAUCHI 3)3) Doshisha University, JapanAs the title of this special issue denotes, there are two concepts that are being brought together: motivation and self-regulation. The special issue, however, is focusing on the relations of these concepts in the case of learning rather than in other situations. The learning situation is theoretically significant because learning pervades all human activity and demands effort and persistence over long period of time. It also requires selfdetermination, initiative, and ability to face failure and to overcome negative thoughts and affect. Other times it requires action on physical or social environment so that learning efforts become effective. These qualities of behavior are particularly important in the educational setting, where students most of the time have to deal with new, difficult, or personally irrelevant tasks, skills, and concepts.What then makes some students able to successfully meet the school demands and others not? This is a very old question that received many answers up to now. Cognitive ability, cognitive processes, and skills featured as the main determinants of school achievement for decades. However, cognitive ability does not suffice to explain students' goals, effort, persistence, or ability to control and regulate action in face of difficulties. These aspects of behavior are explained by motivational and volitional processes, that is, self-regulation.In order to understand how motivation and self-regulation in learning are being connected and what is the contribution of the articles presented in this special issue, we shall, firstly, give a very brief overview of the current state of research on motivation and self-regulation with respect to learning. Then we shall try to show how the present articles are related to the issues raised in the field of motivation and self-regulation in learning and what the prospects for future research are.

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Feeling of difficulty: An aspect of monitoring that influences control

Cited by 67 publications

References 10 publications

Metacognitive Experiences, Self-Concept, and Self-Regulation

Metacognitive Experiences, Self-Concept, and Self-Regulation

Mental and perceptual feedback in the development of creative flow

Motivation and Self-Regulation: Processes Involved and Context Effects-a Discussion

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