The Influence Of Items Difficult,Score And Effort Framework On Studay Effort And Its Relationship With Judgment Of Learning

Since the discovery of frame effect,scholars have explored it in different angles,and found that frame effect exists not only in the cognitive domain but also in the metacognitive domain,Koriat(2014)found that different expressions received by learners in the effort rating will induce them to form different ways of effort attribution,the effort-framing effect is put forward for the first time,And further research found that the effort-framing effect will take place,whether in self-study or in observing others’ learning(Koriat,2014;Koriat & Nussinion,2017),however,the effort-framing is ultimately an external way of asking questions,and the stability of its effect still needs to be repeatedly verified under different conditions.In addition,according to previous studies,when Learners learn items with different difficulties or scores in self-pace,they will spontaneously form a data-driven way of time allocation(Nelson,1988;Son & Metcalf,2000;Fu Xiaolan,2003;Lin Heng,2012),or goal-driven way of time allocation(Koriat,2006;Chen Jinlan,Liu Xuelan,2010).Therefore,this study first verifies the effort-framing effect in the Chinese environment,and on this basis,further explores whether the effort-framing effect can be occurred stably under the condition that learners spontaneously form a certain time allocation mode.The study consisted of three experiments.Experiment 1 used a single factor betweensubject design,and the learning materials have no difference in the difficulty and score,which can explore the effort-framing effect in Chinese environment.The independent variable is the effort framework,which has two levels: the data-driven effort framework and the goal-driven effort framework,manipulated by the different expressions of the effort rating problem.Experiment 2 used a 2×2 mixed factorial design,the two levels of the variables within the subject was manipulated: correlation and irrelevance(so that learners can spontaneously form a data-driven time allocation mode)to explore its influence on the effort frame effect.Experiment 3 also used a 2×2 hybrid factorial design,and the two levels of score: 1 and 3 points were used(so that learners can form a goal-driven time allocation mode spontaneously)to explore its influence on effort frame effect.According to the results of this study,we can draw the following conclusions:(1)The effort-framing effect still occurs in the Chinese environment.In the data-driven effort framing group,the JOL of projects with high effort is lower,while in the goal-driven effort framing group,the JOL of projects with high effort is higher.(2)The difference of difficulty between items conceals the expected effect of the effort framework on the relationship between study effort and JOL.(3)The difference of score between items limits the effort framing effect to some extent,but the effort framing effect can still occurs under this condition.(4)The post-learning effort framework has a significant influence on the relationship between study effort and JOL,but it is also restricted by the related attributes of learning materials.