2.1.2

Beliefs & Self-estimates

Test yourself

Learner Beliefs and Assumptions

Learners have a series of flawed beliefs about the learning process.

Illustrative background for Learning is quickIllustrative background for Learning is quick ?? "content

Learning is quick

  • One such belief is that learning is a quick and one-off process.
  • As explained by psychologists Nick Soderstrom and Robert Bjork (2015), learners often mistake performance for learning. That is, they mistakenly think that they have learned something because they can do it right now, in a particular lesson or practice activity.
  • In fact, learning is a slow process, which benefits from practice and review, particularly after a delay (the ‘spacing effect’).
Illustrative background for Learning is passiveIllustrative background for Learning is passive ?? "content

Learning is passive

  • Students may also mistakenly believe that learning is all about passive repetition and re-reading. As we saw earlier, active retrieval is a more effective strategy.
  • For example, learners may decide to read a study booklet soon after a lesson, but it would be more effective if they did so after a delay, and if they summarised the content with the booklet closed rather than simply re-reading.
Illustrative background for The role of teachersIllustrative background for The role of teachers ?? "content

The role of teachers

  • In order to improve learners’ beliefs about learning, it is a good idea to discuss these points directly and to draw their attention to occasions where they have forgotten something that they could previously do.
  • This way, you are encouraging valuable metacognitive dialogue with students.

Learner Estimates of Their Own Ability

Estimating your own ability involves thinking about your own thinking and about your skills. This is likely to be biased by emotional factors such as confidence.

Illustrative background for Social identityIllustrative background for Social identity ?? "content

Social identity

  • Learners may be biased by their social identity and peer groups.
  • Do they think of themselves as a reader, or as a science person?
  • If not, they may mistakenly think that they are unable to master these areas of the curriculum.
Illustrative background for MindsetIllustrative background for Mindset ?? "content

Mindset

  • Another flawed belief is the idea that ability and skill are largely a matter of innate talent.
  • Students may, for example, say that some people are naturally good at maths and others are not.
  • Seeing ability in this way is referred to as having a ‘fixed mindset’.
  • While there are differences in skill levels at any stage, it’s more helpful for learners to see their abilities as malleable and dependent on practice – a so-called ‘growth mindset’.
Illustrative background for MindsetIllustrative background for Mindset ?? "content

Mindset

  • It may help if teachers frequently emphasise the vital role of learning the component skills and techniques in any school subject.
  • Mindset can be seen as a form of metacognition. A fixed mindset can be challenged by the teacher through repeatedly emphasising the key role of practice, and by avoiding labeling pupils either as able or not able.

Jump to other topics

1Basic Concepts About Metacognition

1.1Thinking About Thinking

2Practical Implications for Learners

3Areas of Metacognition

4Teacher Metacognition

4.1Teacher Metacognition

Unlock your full potential with Seneca Premium

  • Unlimited access to 10,000+ open-ended exam questions

  • Mini-mock exams based on your study history

  • Unlock 800+ premium courses & e-books

Get started with Seneca Premium