The Effect of Generalized Metacognitive Knowledge on Test Performance and Confidence Judgments

IF 2.2 4区教育学 Q1 Social Sciences

Journal of Experimental Education Pub Date : 1996-10-01 DOI:10.1080/00220973.1997.9943788

Gregory Schraw

引用次数: 93

Abstract

Abstract The purpose of the present study was to investigate the basis of students' confidence in their answers to test items. The domain-specific hypothesis predicts that confidence judgments will be related to performance on a particular test, but not to confidence judgments or performance on unrelated tests. In contrast, the domain-general hypothesis predicts that confidence judgments will be related not only to performance on a particular test but also to confidence judgments and performance on unrelated tests. The results of the present study support the domain-general hypothesis. The results of other data analyses suggest that the domain-general nature of confidence judgments may be attributable to generalized metacognitive knowledge.

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广义元认知知识对考试成绩和信心判断的影响

摘要本研究的目的是探讨学生对测试项目答案的信心基础。特定领域假设预测信心判断将与特定测试的表现有关，但与不相关测试的信心判断或表现无关。相反，领域一般假设预测信心判断不仅与特定测试的表现有关，而且与信心判断和无关测试的表现有关。本研究结果支持域一般假设。其他数据分析的结果表明，领域一般性质的信心判断可能归因于广义元认知知识。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Experimental Education Multiple-

CiteScore

6.70

自引率

0.00%

发文量

期刊介绍： The Journal of Experimental Education publishes theoretical, laboratory, and classroom research studies that use the range of quantitative and qualitative methodologies. Recent articles have explored the correlation between test preparation and performance, enhancing students" self-efficacy, the effects of peer collaboration among students, and arguments about statistical significance and effect size reporting. In recent issues, JXE has published examinations of statistical methodologies and editorial practices used in several educational research journals.