Browsing by Subject "Social interactions"
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Item Building a theoretical model of metacognitive processes in complex modeling activities: a window into the development of students' metacognitive abilities(2013-07) Kim, Young RaeA theoretical model of metacognition in complex modeling activities has been developed based on existing frameworks, by synthesizing the re-conceptualization of metacognition at multiple levels by looking at the three sources that trigger metacognition. Using the theoretical model as a framework, this study was designed to explore how students' thinking becomes metacognitive while collaboratively solving a complex mathematical modeling task. This study used a series of Model-Eliciting Activities (MEAs), which are a type of problem-solving activity in which participants are required to verbalize their thoughts while working within a group, as an authentic method for analyzing verbal metacognitive actions, addressing several criticisms of self-report methods. Multiple cycles of data analysis, including a finer-grained analysis of conversational statements and a cross-case analysis, were conducted. Results from the data analysis provided empirical evidence supporting the soundness and appropriateness of the theoretical model of metacognition on multiple levels in identifying and interpreting students' metacognitive activities in complex mathematical modeling tasks. This study identified several patterns and tendencies of students' spontaneous metacognitive activities. This study provided empirical evidence supporting the potential similarity of students' developing metacognitive abilities to their developing cognitive abilities with respect to the dimensions of development. In addition, this study identified the circumstances facilitating or interfering with students' spontaneous metacognitive activities. This study furthers our understanding about how one develops metacognitive abilities within problem-solving processes, and ultimately informs how to effectively encourage students' metacognition and improve their problem-solving achievement.Item Delineating cognitive maps in teams: the structure, antecedents, and consequences of transactive memory systems(2011-07) Zhu, XiThis research examines the structure, antecedents, and consequences of transactive memory system (TMS), a team's shared cognition of who knows what and the process of collectively encoding, storing, and retrieving knowledge. For the structure of TMS, I conceptually distinguish teams' cognitive and knowledge structures (i.e., cognitive accuracy, consensus, and knowledge distribution) from cognitive processes (i.e., coordinate and trust in encoding, storing, and retrieving knowledge), and develop a new method to measure the TMS structure. For antecedents of TMS, I examine how patterns of social interactions among team members (as captured by the structures of various social networks and individuals' positions in networks) affect cognitive accuracy and consensus of teams and individuals. For consequences of TMS, I examine the effects of cognitive accuracy and consensus on team performance and individual job burnout. Empirical analyses for this research are based on three waves of survey data collected from 26 multidisciplinary mental health care teams over a two-year research period. The results demonstrate that the structures of social networks are important predictors of team cognitive properties. Particularly, highly accurate and consensual TMS are found in teams with centralized and less dense task-help networks. Individuals' network positions have certain but limited implications for individual cognitive outcomes, which reinforces the idea that shared team cognition is fundamentally a team-level phenomenon. Additionally, I explain where cognitive inaccuracy comes from with a dyadic-level analysis. The results suggest that cognitive inaccuracy arises in dense task-help networks because team members tend to overstate others' expertise when receiving task-related assistance from the others. Examining consequences of TMS, I show that cognitive accuracy and consensus interact with team knowledge stock in affecting team performance, with accuracy and consensus having greater positive effects on performance in teams with higher knowledge stock. At the individual level, I find that cognitive accuracy alleviates job burnout for team members. But this effect is limited to one dimension of job burnout - burnout related to ineffectiveness. Together, the empirical results provide a strong support for the arguments that shared team cognition is constructed through social interactions in teams and that shared team cognition has positive effects on teams and individuals.