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The Effects of Metacognition and Emotion on Problem-Solving
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | 김경일 | - |
| dc.contributor.author | 홍석성 | - |
| dc.date.accessioned | 2022-11-29T02:33:08Z | - |
| dc.date.available | 2022-11-29T02:33:08Z | - |
| dc.date.issued | 2022-02 | - |
| dc.identifier.other | 31317 | - |
| dc.identifier.uri | https://dspace.ajou.ac.kr/handle/2018.oak/20605 | - |
| dc.description | 학위논문(박사)--아주대학교 일반대학원 :라이프미디어협동과정,2022. 2 | - |
| dc.description.tableofcontents | 1. Introduction 1 2. Background 2 2.1. Metacognition 2 2.2. The method of measuring Metacognitive monitoring 3 2.3. The Use of Metacognitive monitoring in Problem-solving 5 2.4. Effects of Emotions in Metacognition and Problem-solving 6 2.5. The Brain Evidence for Metacognitive monitoring and Emotion Association 8 3. The Purpose of Study 10 4. Experiment 1 11 4.1. Method 12 4.1.1. Participants 12 4.1.2. Materials 12 4.1.3. Procedure 14 4.2. Results 15 4.3. Discussion 17 5. Experiment 2 18 5.1. Method 18 5.1.1. Participants 18 5.1.2. Materials 19 5.1.3. Procedure 20 5.1.4. Design 20 5.2. Results 23 5.3. Discussion 25 6. Experiment 3 26 6.1. Method 26 6.1.1. Participants 26 6.1.2. Procedure 27 6.1.3. Design 27 6.2. Results 28 7. Integrated Analysis 52 8. General Discussion 54 9. Reference 58 10. Appendix 1 65 11. Appendix 2 76 | - |
| dc.language.iso | eng | - |
| dc.publisher | The Graduate School, Ajou University | - |
| dc.rights | 아주대학교 논문은 저작권에 의해 보호받습니다. | - |
| dc.title | The Effects of Metacognition and Emotion on Problem-Solving | - |
| dc.type | Thesis | - |
| dc.contributor.affiliation | 아주대학교 일반대학원 | - |
| dc.contributor.alternativeName | Hong Seok-sung | - |
| dc.contributor.department | 일반대학원 라이프미디어협동과정 | - |
| dc.date.awarded | 2022. 2 | - |
| dc.description.degree | Doctoral | - |
| dc.identifier.localId | 1244993 | - |
| dc.identifier.uci | I804:41038-000000031317 | - |
| dc.identifier.url | https://dcoll.ajou.ac.kr/dcollection/common/orgView/000000031317 | - |
| dc.subject.keyword | Cognitive Reflection Test (CRT) | - |
| dc.subject.keyword | Emotion | - |
| dc.subject.keyword | Metacognition | - |
| dc.subject.keyword | Monitoring ability | - |
| dc.subject.keyword | Problem-Solving Strategies | - |
| dc.description.alternativeAbstract | Metacognitive monitoring ability enables you to learn things and solve problems better by making you find and carry out an appropriate strategy. In the aspect of emotions, those who have high monitoring ability are known to allocate more cognitive resources to perception and control of negative emotions than those with low metacognitive ability. Though monitoring of emotions can help reduce negative emotion by enabling efficient control, it may interrupt the use of a strategy for problem-solving by preventing sufficient cognitive resources from being allocated when performing a cognitive task. To confirm this, I divided the participants into groups with high and low monitoring abilities and, after arousing their positive/negative emotions, checked of using an appropriate problem-solving strategy with the Cognitive Reflection Test (CRT). As a result, those who have a high-monitoring ability were shown to use more efficient problem-solving strategy than those who have a low monitoring ability in a situation where there was no interference of emotions and also when positive emotion was aroused. However, when negative emotion was aroused, the CRT scores of high monitoring ability were significantly lower than those of when positive emotion was aroused. In particular, the CRT scores of high monitoring ability group dropped as low as low those of monitoring ability. Also, I found that metacognitive monitoring ability, when interacted with emotion, indirectly affected the CRT score, and that monitoring and control affected by emotion were mediated in the process. | - |
| dc.title.subtitle | The role of Monitoring Ability | - |
- Appears in Collections:
- Graduate School of Ajou University > Department of Life and Media Cooperation Course > 4. Theses(Ph.D)
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