ICLS Poster

#525: Identifying Critical Cognitive and Affective Moments During Problem Solving

Thu Jun 18, 4:15 PM–5:45 PM · Outdoors

Part of ICLS Posters - Thursday Poster Session (In-Person)

Motivation, Emotion & Engagement Self-Regulated & Socially Shared Regulation Epistemic Cognition & Argumentation Higher Education & Undergraduate Learning

This study characterizes how intellectual humility relates to students’ engagement from moment to moment in a reasoning task. Undergraduates (N = 212) completed an IH survey, and a subset (N = 20) completed interviews. We coded cognitive, behavioral, and affective engagement across Task Initiation, Strategy, Answer Reveal, and Reflection. Using contrasting cases, we identified different engagement patterns: lower-IH showed confirmation bias and negative affect, while higher-IH showed strategy shifts and positive reflection. These patterns illustrate how IH aligns with engagement and informs affective scaffolding.

Speakers

Mahsa Rahmati M — University of Iowa

Authors

Mahsa Rahmati Masouleh, Matthew Lira, Stacey McElroy-Heltzel