Life Science Students’ Perceptions of Risk Associated with Social Metacognition

Social metacognition occurs when students monitor and evaluate their own and others’ thinking out loud during group work. Social metacognition, such as directly correcting peers, may be perceived as risky by students. However, this has not yet been systematically investigated. To address this gap in knowledge, we used the sociolinguistic framework of politeness theory to explore student perceptions of risk associated with social metacognition use during group work in undergraduate life science courses. We recorded four small groups as they worked together in introductory biology labs and biochemistry courses and then conducted stimulated recall interviews with 12 students from those groups. Transcripts were analyzed qualitatively and iteratively using a narrative and holistic group profile approach. Our findings support the prediction that social metacognition that involves the skill of evaluation tends to involve more risk. Students employ politeness strategies like hedging and questioning when the use of social metacognition involves greater risk to either the hearer's or speaker's face. Additionally, students’ views of group member expertise and identity influenced their perceptions. This is the first study to explore student perceptions of risk associated with social metacognition, providing essential information for developing effective social metacognition interventions.