EPISTEMIC EMOTIONS: INTERRELATIONSHIPS AND CHANGES DURING TASK PROCESSING

This study focused on five epistemic emotions, namely surprise, curiosity, confusion, interest, and wonder. The aim was to investigate their change during task processing, their interrelations as well as their relations with metacognitive experiences in problem solving. Participants were 108 undergraduate students of psychology. They responded to three scenarios of varying difficulty describing learning situations. Performance on the tasks was followed by external feedback on the correctness of the response. Τhe feedback created conditions eliciting epistemic emotions. The epistemic emotions were measured at three different times during task processing. There were also two measures of metacognitive experiences. The results showed that epistemic emotions differed in the three tasks, depending on the discrepancy between the initial schema that guided performance and the feedback. Furthermore, their intensity decreased as task processing progressed. There were also interrelations of epistemic emotions between them, particularly between confusion and wonder, and between surprise and all the other emotions. Finally, there were relationships between epistemic emotions and metacognitive feelings

How Does Metacognition Contribute to the Regulation of Learning? An Integrative Approach

The paper addresses issues related to the accuracy of metacognitive monitoring and the effectiveness of control. Based on the enriched model of metacognition (Efklides, 2008), the facets and levels of functioning of metacognition are presented as well as the processes underlying each facet at the various levels of metacognition. Review of current research on monitoring (i.e., metacognitive experiences and metacognitive knowledge) suggests that monitoring can be inaccurate but factors such as prior knowledge, feedback, and attending to task context and response features can increase accuracy. Control, on the other hand, can be triggered by cognition, affect and metacognition. Research evidence on the relations between monitoring and control suggests that monitoring accuracy can support more effective control decisions but not always. Moreover, control can be ineffective due to lack of resources. What is of interest is that control decisions are often influenced by motivational considerations rather than objective task difficulty and through effects of affect on metacognitive monitoring. This implies that metacognition should be viewed within a broader theoretical framework of self-regulation such as the Metacognitive and Affective model of Self-regulated Learning (Efklides, 2011). The implications of the model are discussed as well as the challenges for future research on metacognition

Using Insights From Sports Psychology to Improve Recently-Qualified Doctors' Self-Efficacy While Managing Acutely Unwell Patients

Problem: Doctors experience a range of negative reactions when managing acutely unwell patients. These may manifest as emotions or behaviors. Without appropriate coping strategies, these emotions and behaviors can impede optimal clinical performance, which directly affects patient care. Athletes use performance enhancing routines (PERs) to minimize the effect of their negative emotions and behaviors on competitive performance. The authors investigated whether PERs could similarly improve recently qualified doctors’ emotional and behavioral control while managing acutely unwell patients and whether the doctors perceived any effect on clinical performance.Approach: Twelve doctors within 2 years of graduation from medical school recruited from 2 sites in Sheffield and Chesterfield, United Kingdom implemented PERs using the PERFORM (Performance Enhancing Routines For Optimization of Readiness using Metacognition) model over a 4-month period between April and December 2017. The doctors’ perceptions of PERFORM’s effect on their ability to manage patients was evaluated using self-reported mixed-methods data, including think aloud commentaries, semi-structured interviews, and self-efficacy scores.Outcomes: Doctors reported that PERFORM improved their ability to control negative emotions or behaviors during an acutely unwell patient in situ simulation, showing a statistically significant improvement in self-efficacy scores (P = .003, effect size = 0.89). Qualitative data revealed perceived improvement in aspects of clinical performance such as enhanced knowledge recall and decision making. These performance attributes appeared to positively impact interprofessional relationships and patient care. Doctors individualized their PERs and supported the wider implementation of PERFORM in health care education.Next Steps: This is the first study to employ individualized PERs based on sports psychology in a medical context. The PERFORM model could be introduced into existing acute patient management courses to provide emotional regulation coaching alongside clinical skills training. Further research might investigate PERFORM’s effect in other environments where emotional and behavioral control is paramount, such as surgery

Interpreting Between Greek Sign Language and Spoken Greek at the Aristotle University of Thessaloniki

This paper presents the first project on the formation of Sign Language Interpreters in Greek Universities. At the Aristotle University of Thessaloniki, the training of sign language interpreters is an experimental project organized by the Social Policy Committee and is carried out in collaboration with the School of English Studies and the Postgraduate Program in Translation and Interpretation Studies. This project has been initiated because of the realization that deaf students represent a linguistic minority in our University. In universities, the growing number of deaf students increases the demand for community and conference interpreting between the Greek sign language and the Greek — general or special — spoken language.Notre projet pédagogique a pour but de renforcer l’appui continuel à la professionalisation de la communauté des interprètes de langue des signes à l’Université Aristote par l’organisation de cours de durée limitée sur l’interprétation de la langue des signes. La préparation des interprètes de la langue des signes est un projet expérimental patronné par le Social Policy Committee et réalisé en collaboration avec le Département de langue et littérature anglaises et le programme des études postuniversitaires de traduction et d’interprétation. Ce programme expérimental a été créé pour répondre aux besoins des étudiants sourds de l’université