%0 Journal Article %1 Stahl\_Task\_Complexity\_\_Epistemologic\_2006 %A Stahl, Elmar %A Pieschl, Stephanie %A Bromme, Rainer %C US %D 2006 %I Baywood Publishing %J Journal of Educational Computing Research %K Calibration complexity metacognitive task %N 4 %P 319-338 %T Task Complexity, Epistemological Beliefs and Metacognitive Calibration: An Exploratory Study. %V 35; Jg. 2006 %X This article presents an explorative study, which is part of a comprehensive project to examine the impact of epistemological beliefs on metacognitive calibration during learning processes within a complex hypermedia information system. More specifically, this study investigates: 1) if learners differentiate between tasks of different complexity, and set goals and plan their learning behavior accordingly; and 2) whether such adaptive learning behavior is influenced by their epistemological beliefs. Students (n = 72) inspected a set of six learning tasks and answered multiple questions derived from the COPES-model of self-regulated learning (Winne & Hadwin, 1998)--e.g., they judged the importance of specific learning strategies for a particular learning task. Furthermore, they filled in inventories measuring their epistemological beliefs. Results confirmed significant relationships between task complexity and epistemological beliefs on the one hand and students' judgments on the other. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

@article{Stahl\_Task\_Complexity\_\_Epistemologic\_2006, abstract = {This article presents an explorative study, which is part of a comprehensive project to examine the impact of epistemological beliefs on metacognitive calibration during learning processes within a complex hypermedia information system. More specifically, this study investigates: 1) if learners differentiate between tasks of different complexity, and set goals and plan their learning behavior accordingly; and 2) whether such adaptive learning behavior is influenced by their epistemological beliefs. Students (n = 72) inspected a set of six learning tasks and answered multiple questions derived from the COPES-model of self-regulated learning (Winne & Hadwin, 1998)--e.g., they judged the importance of specific learning strategies for a particular learning task. Furthermore, they filled in inventories measuring their epistemological beliefs. Results confirmed significant relationships between task complexity and epistemological beliefs on the one hand and students' judgments on the other. (PsycINFO Database Record (c) 2012 APA, all rights reserved)}, added-at = {2014-12-25T08:46:02.000+0100}, address = {US}, author = {Stahl, Elmar and Pieschl, Stephanie and Bromme, Rainer}, biburl = {https://www.bibsonomy.org/bibtex/290d080842aa557a20ae029c3f8078111/ulf06}, description = {DigiBib}, howpublished = {Artikel}, interhash = {267c197676a12dbcedc897927d62fa8b}, intrahash = {90d080842aa557a20ae029c3f8078111}, issn = {0735-6331 (Print) ; 1541-4140 (Electronic)}, journal = {Journal of Educational Computing Research}, key = {DOI: 10.2190/1266-0413-387K-7J51}, keywords = {Calibration complexity metacognitive task}, note = {Adulthood (18 yrs \& older) ; Quelldatenbank: EBPSY ; Format:marcform: print ; Umfang: 319-338}, number = 4, pages = {319-338}, publisher = {Baywood Publishing}, timestamp = {2014-12-25T08:46:02.000+0100}, title = {Task Complexity, Epistemological Beliefs and Metacognitive Calibration: An Exploratory Study.}, type = {continuing; text}, volume = {35; Jg. 2006}, year = 2006 }