Comparing Mental Effort, Difficulty, and Confidence Appraisals in Problem-Solving: A Metacognitive Perspective

Abstract It is well established in educational research that metacognitive monitoring of performance assessed by self-reports, for instance, asking students to report their confidence provided answers, based on heuristic cues rather than actual success the task. Subjective self-reports are also used cognitive load, where they refer perceived amount mental effort invested or difficulty each task item. In present study, we examined potential underlying bases and predictive value appraisals compared applying concepts paradigms. three experiments, participants faced verbal logic problems one two non-verbal reasoning tasks. a between-participants design, item was followed either effort, difficulty, appraisals. We associations between various appraisals, response time, rates. Consistently across all found were associated more strongly with time. Further, while highly solving success, strength this association stronger (which similar) conclude prone misleading like other judgments unique processes. These findings challenge accepted notion can serve as reliable reflections load.