Abstract
Accurately monitoring one's learning processes during self-regulated learning depends on using the right cues, one of which could be perceived mental effort. A meta-analysis by Baars et al. (2020) found a negative association between mental effort and monitoring judgments (r = -.35), suggesting that the amount of mental effort experienced during a learning task is usually negatively correlated with learners’ perception of learning. However, it is unclear how monitoring judgments and perceptions of mental effort relate to learning outcomes. To examine if perceived mental effort is a diagnostic cue for learning outcomes, and whether monitoring judgments mediate this relationship, we employed a meta-analytic structural equation model. Results indicated a negative, moderate association between perceived mental effort and monitoring judgments (β = -.19), a positive, large association between monitoring judgments and learning outcomes (β = .29), and a negative, moderate indirect association between perceived mental effort and learning outcomes (β = -.05), which was mediated by monitoring judgments. Our subgroup analysis did not reveal any significant differences across moderators potentially due to the limited number of studies included per moderator category. Findings suggest that when learners perceive higher levels of mental effort, they exhibit lower learning (confidence) judgments, which relates to lower actual learning outcomes. Thus, learners seem to use perceived mental effort as a cue to judge their learning while perceived mental effort only indirectly relates to actual learning outcomes.
