Type of Questions and Anxiety, Attention, Question Confidence, and Metacognition.Report as inadecuate

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The role of questions of different cognitive levels was investigated in four undergraduate classes with a total of 80 students. Previous research suggested that questions may distract students from a lecture, and that students felt more confident about responding accurately to low-order questions. It was speculated that anxiety interfered with one's confidence in responding to higher-order questions and metacognitive and attending behaviors. However, results do not support this supposition. There were no differences among higher-order, lower-order, and no-question groups in confidence. Results are discussed in relation to previous research and implications for future research and practice. (Contains 1 table and 40 references.) (Author/SLD)

Descriptors: Anxiety, Attention, Higher Education, Metacognition, Undergraduate Students

Author: Fasko, Daniel, Jr.; Skidmore, Ronald

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=10550&id=ED427054


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