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Metacognition for spelling in higher education students with dyslexia: is there evidence for the dual burden hypothesis?

ABSTRACT: We examined whether academic and professional bachelor students with dyslexia are able to compensate for their spelling deficits with metacognitive experience. Previous research suggested that students with dyslexia may suffer from a dual burden. Not only do they perform worse on spelling but in addition they are not as fully aware of their difficulties as their peers without dyslexia. According to some authors, this is the result of a worse feeling of confidence, which can be considered as a form of metacognition (metacognitive experience). We tried to isolate this metacognitive experience by asking 100 students with dyslexia and 100 matched control students to rate their feeling of confidence in a word spelling task and a proofreading task. Next, we used Signal Detection Analysis to disentangle the effects of proficiency and criterion setting. We found that students with dyslexia showed lower proficiencies but not suboptimal response biases. They were as good at deciding when they could be confident or not as their peers without dyslexia. They just had more cases in which their spelling was wrong. We conclude that the feeling of confidence in our students with dyslexia is as good as in their peers without dyslexia. These findings go against the Dual Burden theory (Krüger & Dunning, 1999), which assumes that people with a skills problem suffer twice as a result of insufficiently developed metacognitive competence. As a result, there is no gain to be expected from extra training of this metacognitive experience in higher education students with dyslexia.

SUBMITTER: Tops W

PROVIDER: S-EPMC4156348 | biostudies-literature | 2014

REPOSITORIES: biostudies-literature

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Metacognition for spelling in higher education students with dyslexia: is there evidence for the dual burden hypothesis?

Tops Wim W Tops Wim W Callens Maaike M Desoete Annemie A Stevens Michaël M Brysbaert Marc M

PloS one 20140905 9

We examined whether academic and professional bachelor students with dyslexia are able to compensate for their spelling deficits with metacognitive experience. Previous research suggested that students with dyslexia may suffer from a dual burden. Not only do they perform worse on spelling but in addition they are not as fully aware of their difficulties as their peers without dyslexia. According to some authors, this is the result of a worse feeling of confidence, which can be considered as a fo ...[more]

PMID: 25192428

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Project description:IntroductionSince previous research on educational career exploration has mainly been cross-sectional and therefore has been unsuccessful in explaining how this process can change during the final year in secondary education before students make the transition to higher education, this study aimed to examine changes over time in the exploration process. A person-centered research perspective was taken to further deepen the understanding of how different exploration tasks jointly combine into meaningful profiles. In this way, this study tried to gain more insight into why some students go through this process successfully and others do not. Four goals guided this study: identifying exploration profiles of students in Fall and Spring of the final year in secondary school based on four decisional tasks (orientation, self-, broad and in-depth exploration), investigating transitions between exploration profiles across these two timepoints, and examining the role which different antecedents (i.e., academic self-efficacy, academic self-concept, motivation, test anxiety, gender, educational track, socio-economic status) play in explaining both profile membership and transitions between profiles.MethodsUsing self-report questionnaires to measure the exploration tasks and the antecedents in final year students, two cross-sectional samples collected in Fall (n = 9,567) and Spring (n = 7,254), and one longitudinal sample (n = 672) were examined.ResultsLatent profile analyses identified three exploration profiles at both timepoints: passive, moderately active, and highly active explorers. Latent transition analysis showed the moderately active explorers profile to be the most stable profile, while the passive profile was the most variable profile. Academic self-concept, motivation, test anxiety, and gender had an effect on the initial states, while motivation and test anxiety affected the transition probabilities. For both academic self-concept and motivation, students scoring higher were found to be less present in the passive or the moderately active than in the highly active profile. Furthermore, compared to students who remained in the passive profile, higher levels of motivation were associated with a higher probability to transition to the moderately active profile. Next to that, compared to students who remained in the highly active profile, higher levels of motivation were associated with a lower probability to transition to the moderately active profile. Results on anxiety were inconsistent.DiscussionBased on substantial cross-sectional as well as longitudinal data, our findings contribute to a more comprehensive understanding of the explanatory base of important differences in the study choice making process of students opting for higher education. This may ultimately lead to more timely and fitting support for students with different exploration profiles.

Project description:The physical demands of music making are well acknowledged, but understanding of musicians' physical and fitness profiles is nonetheless limited, especially those of advanced music students who are training to enter music's competitive professional landscape. To gain insight into how physical fitness is associated with music making, this study investigated music students' fitness levels on several standardized indicators. Four hundred and eighty three students took part in a fitness screening protocol that included measurements of lung function, flexibility (hypermobility, shoulder range of motion, sit and reach), strength and endurance (hand grip, plank, press-up), and sub-maximal cardiovascular fitness (3-min step test), as well as self-reported physical activity (IPAQ-SF). Participants scored within age-appropriate ranges on lung function, shoulder range of motion, grip strength, and cardiovascular fitness. Their results for the plank, press-up, and sit and reach were poor by comparison. Reported difficulty (22%) and pain (17%) in internal rotation of the right shoulder were also found. Differences between instrument groups and levels of study were observed on some measures. In particular, brass players showed greater lung function and grip strength compared with other groups, and postgraduate students on the whole were able to maintain the plank for longer but also demonstrated higher hypermobility and lower lung function and cardiovascular fitness than undergraduate students. Seventy-nine percent of participants exceeded the minimum recommended weekly amount of physical activity, but this was mostly based on walking activities. Singers were the most physically active group, and keyboard players, composers, and conductors were the least active. IPAQ-SF scores correlated positively with lung function, sit and reach, press-up and cardiovascular fitness suggesting that, in the absence of time and resources to carry out comprehensive physical assessments, this one measure alone can provide useful insight into musicians' fitness. The findings show moderate levels of general health-related fitness, and we discuss whether moderate fitness is enough for people undertaking physically and mentally demanding music making. We argue that musicians could benefit from strengthening their supportive musculature and enhancing their awareness of strength imbalances.

Dataset Information

Metacognition for spelling in higher education students with dyslexia: is there evidence for the dual burden hypothesis?

Publications

Metacognition for spelling in higher education students with dyslexia: is there evidence for the dual burden hypothesis?

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