How Perceived Cognitive Style, Metacognitive Monitoring, and Epistemic Cognition Indicate Problem Solving Confidence

Show simple item record

dc.contributor.advisor Michael Vasu , Committee Member en_US
dc.contributor.advisor Julia Storberg-Walker, Committee Member en_US
dc.contributor.advisor James E. Bartlett II, Committee Co-Chair en_US
dc.contributor.advisor Timothy G. Hatcher , Committee Chair en_US
dc.contributor.author Price, Steven Mitchell en_US
dc.date.accessioned 2010-04-02T19:18:45Z
dc.date.available 2010-04-02T19:18:45Z
dc.date.issued 2009-04-22 en_US
dc.identifier.other etd-02062009-095636 en_US
dc.identifier.uri http://www.lib.ncsu.edu/resolver/1840.16/5722
dc.description.abstract The purpose of this exploratory study was to measure perceived cognitive style, metacognitive monitoring, and epistemic cognition according to Kitchener’s (1983) hierarchal model of cognitive processing as an indicator for problem solving confidence (Heppner, 1988). This study argues these cognitive indicators may be used as a diagnostic foundation for improving ill-structured problem solving capacity for adult professionals who develop software or use software systems to solve ill-structured problems. A 95-item questionnaire was used to determine 1) the relationship between cognitive style and problem solving confidence, 2) the relationship between metacognitive monitoring and problem solving confidence, 3) the relationship between epistemic cognition and problem solving confidence, and 4) whether cognitive style, metacognitive monitoring, and epistemic cognition explain a significant amount of variance in problem solving confidence. Multivariate analysis and backwards (stepwise) linear regression were conducted to establish the relationship between each of the study variables. The analysis determined that measured scores for the perceived assimilator (Kolb, 1984) cognitive style and metacognitive monitoring were moderately significant predictors of problem solving confidence as evidenced by a regression model that explained 20.5% of the expected variance. en_US
dc.rights I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dis sertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to NC State University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. en_US
dc.subject cognition en_US
dc.subject problem solving en_US
dc.subject ill-structured problems en_US
dc.title How Perceived Cognitive Style, Metacognitive Monitoring, and Epistemic Cognition Indicate Problem Solving Confidence en_US
dc.degree.name EdD en_US
dc.degree.level dissertation en_US
dc.degree.discipline Adult and Community College Education en_US


Files in this item

Files Size Format View
etd.pdf 2.192Mb PDF View/Open

This item appears in the following Collection(s)

Show simple item record