Metacognitive Ratings of Task Difficulty, Effort Exerted, Effort Required and Affective Experience of Effort on an Unstructured Performance Task in a Community Sample of Children

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dc.contributor.advisorToplak, Maggie E.
dc.contributor.authorButterfield, Kaitlyn Marie
dc.date.accessioned2022-12-14T16:29:44Z
dc.date.available2022-12-14T16:29:44Z
dc.date.copyright2022-07-25
dc.date.issued2022-12-14
dc.date.updated2022-12-14T16:29:44Z
dc.degree.disciplinePsychology(Functional Area: Clinical-Developmental)
dc.degree.levelMaster's
dc.degree.nameMA - Master of Arts
dc.description.abstractMetacognitive ratings of effort are typically assessed by asking participants to indicate their mental effort on a performance-based task. Executive functions enable problem solving and goal attainment. Historically, EFs have been assessed using performance-based measures and rating scales. Research has shown a lack of association between these two methods. One framework used to understand this difference is the structure provided on performance-based measures and not provided on rating scales. This study investigated the role of structure by examining a novel Unstructured Performance-based Task (UPT-2) and metacognitive ratings of effort. Ninety-eight children between the ages of five and 11 years (M = 9.33, SD = 1.75, 47 females) from an independent school were recruited in Fall 2018. Significant associations emerged between the UPT-2, EF tasks and ratings, academic abilities, and metacognitive ratings of effort. The rating of effort required emerged as a predictor of performance on the UPT-2. Results suggest the UPT- 2 may be a promising measure to assess EF-related difficulties and provide an understanding of children’s behaviors in unstructured environments. Further, these findings consider the importance of specific reference points in rating scales. Finally, developmental sensitivity must be considered in future UPT-2 research to better understand the contribution of metacognitive ratings of effort and performance on an unstructured task.
dc.identifier.urihttp://hdl.handle.net/10315/40684
dc.languageen
dc.rightsAuthor owns copyright, except where explicitly noted. Please contact the author directly with licensing requests.
dc.subjectClinical psychology
dc.subject.keywordsUnstructured performance-based task
dc.subject.keywordsExecutive function
dc.subject.keywordsSelf-direction
dc.subject.keywordsAcademic abilities
dc.subject.keywordsMetacognition
dc.subject.keywordsMetacognitive ratings of effort
dc.subject.keywordsCognitive effort
dc.subject.keywordsPerformance-based tasks of executive function
dc.subject.keywordsRating scales of executive function
dc.titleMetacognitive Ratings of Task Difficulty, Effort Exerted, Effort Required and Affective Experience of Effort on an Unstructured Performance Task in a Community Sample of Children
dc.typeElectronic Thesis or Dissertation

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