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This study aims to draw on the malleable nature of processing fluency to identify the role of consumer expectation in generating diverging effects of metacognitive experiences on perception of product innovativeness and product evaluation. It also examines critical boundary conditions to offer a more sophisticated understanding of the interactive effect of expectation and processing fluency.

Studies 1, 2A and 2B recruited 1,922 online participants, and Studies 3 and 4 recruited 644 college students. The authors manipulated product innovativeness expectation by exposing participants to expert reviews of new products, and processing fluency by presenting product detail in either easy-to-read font/color contrast or difficult-to-read font/color contrast. Subsequently, perceived product innovativeness and product evaluation including actual product adoption were measured.

When a product was expected to be innovative (ordinary), feelings of difficulty with processing its detail increased (decreased) perceived innovativeness and, in turn, interest in purchase. The observation occurred only when a credible external source (vs firms) generated the innovativeness expectation or consumers’ elaboration level was not high. Furthermore, when innovativeness became associated with negative implications, perceived innovativeness no longer enhanced but impaired purchase intention.

Studies used incrementally new products only. Really new products involving a high adoption risk might produce a diverging effect. The findings need to be replicated with higher involvement products. An ideal level of difficulty with comprehending product information was not examined in the present research.

Results carry significant weight for firms who seek to draw consumer attention to their new products by choosing an optimal format of product presentation. The findings suggest that they can proactively administer a proper level of ease/difficulty with comprehending product detail depending on the extent of product innovativeness and target audience.

Extant research has not addressed how the malleable nature of processing fluency systematically affects innovativeness perception and product evaluation. The key contribution of this paper to the metacognition literature is the role of consumer expectation that alters the meaning of metacognitive experiences in relation to innovativeness perception. In addition, this is one of the first to empirically investigate perceptual processing fluency in the elaboration likelihood model theory.

Routines are the very material of human organization. But there is little guarantee that routines will be enacted flexibly enough to ensure that organization survives. Mindfulness has been offered as a guarantor of sorts, but it remains unclear exactly what people mean by mindfulness and how mindfulness might relate to routines. This chapter reviews evolving conceptions of mindfulness and routines—from Langer’s early work to routine dynamics to Levinthal and Rerup’s seminal debate with Weick and Sutcliffe. It puts forth the argument that the recent theory of mindfulness as metacognitive practice retains important insights from throughout this conceptual evolution, while resolving ambiguity and debate about the relation between mindfulness and routines in at least four critical areas related to agency, duality, flexibility, and social organization. This resolution, in turn, opens up further avenues to understand the social processes by which people come to understand their minds—and how this understanding embeds within organization itself.

Team cognition research continues to evolve as the need for understanding and improving complex problem solving itself grows. Complex problem solving requires members to engage in a number of complicated collaborative processes to generate solutions. This chapter illustrates how the Macrocognition in Teams model, developed to guide research on these processes, can be utilized to propose how intelligent tutoring systems (ITSs) could be developed to train collaborative problem solving. Metacognitive prompting, based upon macrocognitive processes, was offered as an intervention to scaffold learning these complex processes. Our objective is to provide a theoretically grounded approach for linking intelligent tutoring research and development with team cognition. In this way, team members are more likely to learn how to identify and integrate relevant knowledge, as well as plan, monitor, and reflect on their problem-solving performance as it evolves. We argue that ITSs that utilize metacognitive prompting that promotes team planning during the preparation stage, team knowledge building during the execution stage, and team reflexivity and team knowledge sharing interventions during the reflection stage can improve collaborative problem solving.

The purpose of this paper is to integrate previous research findings on the factors which affect e‐learning effectiveness. To do this, a model is developed which proposes that the effects of individual learner characteristics and technology characteristics on e‐learning outcomes are partially mediated by the metacognitive learning processes in which the learner engages.

A survey of 914 individuals in an online introductory information systems course examines the relations between general computer self‐efficacy (GCSE), locus of control, age, peer interaction, technology reliability, social presence, media synchronicity, and metacognitive activity and the e‐learning outcomes of course, performance, course utility, and course satisfaction.

The results indicate that GCSE, age, social presence, reliability, media synchronicity, and metacognitive activity are related to course satisfaction and utility judgments. In addition, age, metacognitive activity, and reliability are related to course performance and interaction is related to satisfaction. Finally, metacognitive activity partially mediates the relationship between social presence, media synchronicity and satisfaction, and utility judgments.

This paper represents one of the first to investigate a model of e‐learning effectiveness which integrates research on metacognitive activity as well as the role of technology and trainee characteristics.

The purpose of this paper is to examine the effectiveness of problem‐based learning (PBL) in higher education based on a large sample of first‐year undergraduates from two programmes at a Hong Kong University (n=132). One programme uses an entirely problem‐based approach to learning, whilst the other uses traditional methods.

Using the Learning and Study Strategies Inventory (LASSI) as a measure of metacognition, differences in metacognitive development are explored between each group of students between the beginning and end of their first 15 months in each programme.

Despite significantly weaker entry scores on the LASSI, the mean final scores, taken after 15 months and three semesters of study in the different curriculum environments demonstrate dramatic improvements in metacognition for the PBL group. In addition, analysis of student learning experience measured at the end of the programme revealed that the PBL group reported significantly higher scores in their overall course satisfaction and generic skills development.

The paper argues that, in addition to the formal learning context, everyday challenges emerging from the additional new social contexts provided by problem‐based curricula provide fertile environments for the development of metacognition and enhancement of the learning experience. The implications of PBL environments on fostering constructivist learning and enhancing student experience are discussed.

This research is original in its use of the LASSI inventory as a pre‐ and post‐measure of metacognitive development in undergraduates. This is an online questionnaire administered to two groups of students following similar programmes except one is problem based and the other more traditional, and the results are strikingly significant.

The purpose of this paper is to consider how simulations are increasingly used in training programs for the development of skills such as leadership. However, the requirements of leadership development go beyond the development of task specific procedural knowledge or expertise that simulations have typically been used to develop. Leadership requires flexibility in the application of knowledge developed through simulations and the creation of linkages to behavioral execution skills needed to utilize that knowledge effectively in real world settings.

The successful acquisition of flexible expertise and the related execution skills requires instructional techniques that manage cognitive load, delay automatization of responses, and provide diversity in simulated experiences to ensure richness of the mental models developed while working on simulations. The successful transfer of that knowledge to real world settings requires supplemental instructional techniques that link the use of the mental models developed on simulations to the contexts and behavioral requirements of the trainees' roles in real world settings.

If simulations are going to be used effectively for the development of dynamic skills such as leadership there is a need to go beyond their traditional use. The execution of leadership skills requires flexible expertise. The successful acquisition of rich schemata and versatile mental models as the goal of leadership development programs calls for instructional techniques that also facilitate the successful manifestation of flexible expertise.

The paper shows that, when embedded in deliberative processing, application of knowledge developed though simulations and the creation of linkages to behavioral execution skills facilitates successful performance in complex and dynamic real world challenges.

Upon graduating from university, many engineers will work in new product development and/or technology adoption for continuous improvement and production optimization. These jobs require employees to be cognizant of ethical practices and implications for design. However, little engineering coursework, outside the traditional ABET (Accreditation Board for Engineering and Technology) required Engineering Ethics course, accounts for the role of ethics within this process. Because of this, engineering students have few learning opportunities to practice and reflect on ethical decision-making.

This paper highlights one approach to integrating ethics into an engineering course (outside of engineering ethics). Specifically, the study is implemented within a five-week module with a focus on big data ethics, as part of a Supply Chain Management Technology course (required for Industrial Engineering Technology majors), using metacognition as the core assessment.

Four main themes were identified through the qualitative data analysis of the metacognitive reflections: (1) overreliance on content knowledge, (2) time management skills, (3) career connections and (4) knowledge extensions.

Three notable points emerged which contribute to the literature. First, this study showcased one example of how an ethics module can be integrated into an engineering course (other than Engineering Ethics). Second, this study demonstrated how metacognitive reflections can be used to reinforce student self-awareness of the learning process and connections to big data ethics in the workplace. Finally, this study exhibited how metacognitive reflection assignments can be deployed as a teaching and learning assessment tool, providing an opportunity for the instructor to make immediate changes as needed.

This chapter examines adolescent metacognitive knowledge in a fresh light and answers some methodological questions related to the investigation of the deepest layers of thinking during the information search. It does so by presenting a study that used an ethnographic approach to investigate the metacognitive knowledge of 10 adolescents, aged 16 to 18, over the course of four months, and in a variety of settings –– home, school, public libraries –– as they searched for, collected, and then used information for a school project. The study was framed by Flavel's model of metacognition (1977) and Kuhlthau's information search process (ISP) model, a six-stage, multidimensional model of information problem solving (1991, 2004). The chapter begins with a discussion about the ISP, metacognitive knowledge, and its potential for information seeking. The chapter then presents the findings of the study as a set of gaps and strengths of adolescent metacognitive knowledge, and concludes with commentary about the challenges and rewards related to conducting research with young people and suggestions for future areas of research.

This study investigates how attention deficit/hyperactivity disorder (ADHD) in entrepreneurs functions through coping schema to affect entrepreneurship-related cognitions. It is proposed that the resource-induced coping heuristic (RICH) bridges the conceptual gap between pathological cognitive executive control/reward attributes and cognitive resources, specifically entrepreneurial alertness, cognitive adaptability and entrepreneurial intent.

With data from 581 entrepreneurs, this study utilizes partial least squares structural equation modeling for analysis. Additionally, a two-stage hierarchical component modeling approach was used to estimate latent variable scores for higher-order constructs.

Findings indicate the RICH mediates the relationships ADHD has with alertness, cognitive adaptability and entrepreneurial intent.

The RICH is introduced as a mechanism to explain how ADHD indirectly influences entrepreneurial alertness, cognitive adaptability and entrepreneurial intent.