摘要
The teaching context is highly related to student’s learning process and the corresponding performance. The current study exploredthe influence of distance cue (the front seats or the back seats in a classroom) on individual’s metacognition and performance. Theresults showed that participants seated in the front seats had higher JOLs and better perform than those in the back seats, and seatinghabits seem to have little impact on these scores. However, this superiority is only related to the participants who believed in that“position of the seat affects learning performance”. The results demonstrated that cognitive process and metacognitive process areaffected by the distance cues in the classroom. Importantly, individual’s belief plays a moderating role.
