Metacognition and Learning最新文献_第2页

IF 3.3 2区教育学

Metacognition and Learning Pub Date : 2024-07-01 DOI: 10.1007/s11409-024-09391-0

Dillon H. Murphy, Matthew G. Rhodes, Alan D. Castel

{"title":"Age-related differences in metacognitive reactivity in younger and older adults","authors":"Dillon H. Murphy, Matthew G. Rhodes, Alan D. Castel","doi":"10.1007/s11409-024-09391-0","DOIUrl":"https://doi.org/10.1007/s11409-024-09391-0","url":null,"abstract":"When we monitor our learning, often measured via judgments of learning (JOLs), this metacognitive process can change what is remembered. For example, prior work has demonstrated that making JOLs enhances memory for related, but not unrelated, word pairs in younger adults. In the current study, we examined potential age-related differences in metacognitive reactivity. Younger and older adults studied lists of related and unrelated word pairs to remember for a later cued recall test where they would be presented with one of the words from the pair and be asked to recall its associate. Additionally, participants either made a JOL for each pair or had an inter-stimulus interval of equal duration as the JOL period. Results revealed that while making metacognitive judgments did not significantly affect memory in younger adults (i.e., no reactivity), this procedure impaired memory in older adults (i.e., negative reactivity), particularly for unrelated word pairs. Specifically, older adults demonstrated better cued recall when each word was followed by an inter-stimulus interval than when asked to predict the likelihood of remembering each word during the study phase. This may be a consequence of JOLs increasing task demands/cognitive load, which could reduce the elaborative encoding of associations between word pairs in older adults, but older adults’ preserved or even enhanced semantic memory may mask negative reactivity for related word pairs. Future work is needed to better understand the mechanisms contributing to the reactivity effects in younger and older adults for different types of to-be-remembered information.","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"1 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141525086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Psychometric properties of the Metacognitive Awareness Inventory (MAI): standardization to an international spanish with 12 countries 元认知意识量表（MAI）的心理测量特性：与 12 个国家的国际西班牙文标准化

IF 3.3 2区教育学

Metacognition and Learning Pub Date : 2024-06-24 DOI: 10.1007/s11409-024-09388-9

Antonio P. Gutierrez de Blume, Diana Marcela Montoya Londoño, Virginia Jiménez Rodríguez, Olivia Morán Núñez, Ariel Cuadro, Lilián Daset, Mauricio Molina Delgado, Claudia García de la Cadena, María Beatríz Beltrán Navarro, Aníbal Puente Ferreras, Sebastián Urquijo, Walter Lizandro Arias

{"title":"Psychometric properties of the Metacognitive Awareness Inventory (MAI): standardization to an international spanish with 12 countries","authors":"Antonio P. Gutierrez de Blume, Diana Marcela Montoya Londoño, Virginia Jiménez Rodríguez, Olivia Morán Núñez, Ariel Cuadro, Lilián Daset, Mauricio Molina Delgado, Claudia García de la Cadena, María Beatríz Beltrán Navarro, Aníbal Puente Ferreras, Sebastián Urquijo, Walter Lizandro Arias","doi":"10.1007/s11409-024-09388-9","DOIUrl":"https://doi.org/10.1007/s11409-024-09388-9","url":null,"abstract":"Metacognition is defined as a higher-order thinking skill that enables individuals to monitor, control, and regulate their thinking and behavior. In education, this skill is important, as learners need to self-regulate their learning behaviors for successful lifelong learning. Thus, it is essential for educators and learners alike to know their metacognitive skills. Researchers can assist in this endeavor by developing sound and valid quantitative measures for psychological phenomena such as metacognition. No measure is more commonly used for this purpose than the Metacognitive Awareness Inventory (MAI). In the present study, the International Group on Metacognition validated the MAI employing a standard, international Spanish with a robust sample of 12 Spanish-speaking countries and 1,622 undergraduate university students. Results revealed a solid final baseline confirmatory factor analysis model for all 12 countries that supports the original two-factor structure reported in English-speaking samples from the United States. Additionally, multigroup measurement invariance analyses revealed that although five parameters varied slightly across some countries, chi-square difference tests indicated that the comparison model with these constraints freely estimated was not significantly better than the fully constrained null model, supporting measurement invariance across countries. Thus, our version of the MAI using standard, international Spanish is a valid and reliable tool for measuring metacognitive awareness in Spanish-speaking countries.","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"18 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141529445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Examining metacognitive strategy use in L1 and L2 task-situated writing: effects, transferability, and cross-language facilitation 研究第一语言和第二语言任务情景写作中元认知策略的使用：效果、可迁移性和跨语言促进作用

IF 3.3 2区教育学

Metacognition and Learning Pub Date : 2024-06-18 DOI: 10.1007/s11409-024-09387-w

Wandong Xu, Xinhua Zhu

{"title":"Examining metacognitive strategy use in L1 and L2 task-situated writing: effects, transferability, and cross-language facilitation","authors":"Wandong Xu, Xinhua Zhu","doi":"10.1007/s11409-024-09387-w","DOIUrl":"https://doi.org/10.1007/s11409-024-09387-w","url":null,"abstract":"Despite the widely recognized importance of metacognition in language learning, relatively few empirical studies have investigated the role of metacognitive strategies with a cross-linguistic perspective. Drawing on the mixed-method design combining questionnaire and interview data, this study systematically investigated the effects, the transfer potential, and the cross-language facilitation of metacognitive strategies between L1 and L2 contexts. Structural equation modelling (SEM) and multigroup analysis results revealed that metacognitive strategies afforded a more prominent predictive role in English (L2) writing than in Chinese (L1) writing; such strategy use transferred between the two writing contexts, which kept invariant between lower- and higher- L2 proficiency groups and between English and non-English major groups; and there was a cross-language facilitation effect of L1 writing metacognitive strategies on L2 writing performance via the mediation of L2 writing metacognitive strategies. Complementary to the quantitative results, the qualitative interview data was analyzed to provide deep insights into the participating students’ metacognitive strategy use in the two task-situated writing. Findings are extensively discussed to offer theoretical and pedagogical implications in this domain.","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"31 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141529577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Supporting college students’ metacognitive monitoring in a biology course through practice and timely monitoring feedback 通过练习和及时监测反馈，在生物课程中支持大学生进行元认知监测

IF 3.3 2区教育学

Metacognition and Learning Pub Date : 2024-05-18 DOI: 10.1007/s11409-024-09385-y

Ying Wang, Rayne A. Sperling, Jennelle L. Malcos

{"title":"Supporting college students’ metacognitive monitoring in a biology course through practice and timely monitoring feedback","authors":"Ying Wang, Rayne A. Sperling, Jennelle L. Malcos","doi":"10.1007/s11409-024-09385-y","DOIUrl":"https://doi.org/10.1007/s11409-024-09385-y","url":null,"abstract":"The present study investigated the extent to which monitoring practice and timely monitoring feedback, contextualized in an online undergraduate biology course, improved students’ metacognitive monitoring and learning outcomes. The intervention followed a true experimental design and randomly assigned 162 students into three conditions: a control condition, a monitoring practice (MP) condition, and a monitoring practice and timely monitoring feedback (MP + MF) condition. Students in the control condition received weekly content practice in alignment with the concurrent course content. Students in the MP condition also received weekly content practice but in addition received monitoring practice for each weekly practice session. In the MP + MF condition, students additionally received timely monitoring feedback for each item, which indicated whether they were underconfident, accurate, or overconfident in their answers. Results showed that students across the three conditions reported higher metacognitive awareness and self-efficacy for strategic learning. Additionally, students in the MP + MF condition were more accurate in monitoring their learning, especially in monitoring the difficult knowledge items when compared to the control condition. Students’ qualitative judgment justification responses also demonstrated the factors they considered when judging their performance. Implications for future research and practice are discussed.","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"28 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141060678","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The factor structure of the arabic version of the metacognitive awareness inventory short version: insights from network analysis 阿拉伯语版元认知意识清单简版的因子结构：网络分析的启示

IF 3.3 2区教育学

Metacognition and Learning Pub Date : 2024-04-06 DOI: 10.1007/s11409-024-09384-z

Albandri Sultan Alotaibi

{"title":"The factor structure of the arabic version of the metacognitive awareness inventory short version: insights from network analysis","authors":"Albandri Sultan Alotaibi","doi":"10.1007/s11409-024-09384-z","DOIUrl":"https://doi.org/10.1007/s11409-024-09384-z","url":null,"abstract":"Metacognition awareness is a fundamental skill for the 21st century. Accurately measuring metacognitive awareness would be highly relevant regardless of age, background, or cognitive abilities. The current study aimed to evaluate the psychometric properties of the 19-item Metacognitive Awareness Inventory-Arabic version (MAI-A) in the general population of Saudi Arabia. The current study employed Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), Cronbach’s alpha and McDonald’s omega (reliability), and average variance extracted and composite reliability (validity to evaluate the psychometric properties of MAI-A among a sample of the Arabian population. Measurement invariance across male and female samples had been conducted. Finally, the Exploratory Graph Analysis (EGA) was used to estimate the dimensional structure of the MAI. In the first step, quantitative face validity was presented to remove the one on the items because of poor indexes. So, the evaluated version was 18 items MAI. Also, the first-order and second-order CFA confirmed the 2-factor model. So, the 18-item MAI presented suitable internal consistency. Second-order average variance extracted validity showed suitable validity of the MAI-A. According to ∆CFI and ΔRMSEA, there was no gender invariance between males and females in the MAI-A structure. Finally, the EGA estimated a 3-dimensional structure of the MAI, which was different from the factor structure in the CFA. The MAI-A is a practical and cost-effective tool for evaluating metacognitive awareness in Arab populations. However, future studies should be conducted due to differences between traditional methods (CFA)I and novel methods (EGA) in extracting factors.","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"45 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140568081","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Effects of availability of diagnostic and non-diagnostic cues on the accuracy of teachers’ judgments of students’ text comprehension 诊断性和非诊断性线索对教师判断学生课文理解准确性的影响

IF 3.3 2区教育学

Metacognition and Learning Pub Date : 2024-04-05 DOI: 10.1007/s11409-024-09383-0

Janneke van de Pol, Eleanor Rowan, Eva Janssen, Tamara van Gog

{"title":"Effects of availability of diagnostic and non-diagnostic cues on the accuracy of teachers’ judgments of students’ text comprehension","authors":"Janneke van de Pol, Eleanor Rowan, Eva Janssen, Tamara van Gog","doi":"10.1007/s11409-024-09383-0","DOIUrl":"https://doi.org/10.1007/s11409-024-09383-0","url":null,"abstract":"Accurately judging students’ comprehension is a key professional competence for teachers. It is crucial for adapting instruction to students’ needs and thereby promoting student learning. According to the cue-utilization framework, the accuracy of teachers’ judgments depends on how predictive (or diagnostic) the information (or cues) that teachers use to make judgments is of student performance. It is, however, unclear from prior studies if merely providing access to diagnostic cues aids accuracy, or whether this only helps if non-diagnostic cues are unavailable or ignored. Therefore, we investigated, using a within-subjects experimental design, the accuracy of secondary school teachers’ (N = 33) judgments of anonymous students’ text comprehension under four cue availability conditions: 1) non-diagnostic cues only; 2) diagnostic cues only; 3) a mix of diagnostic and non-diagnostic cues; and, 4) after an intervention informing them of the diagnosticity of cues, again a mix of diagnostic and non-diagnostic cues. Access to diagnostic cues enhanced teachers’ judgment accuracy, while access to non-diagnostic cues hindered it. While teachers’ judgment accuracy was not enhanced by the intervention (presumably because it was already relatively high), their diagnostic cue utilization increased, and non-diagnostic cue utilization decreased. In addition, teachers’ calibration increased after the intervention: They knew better when their judgments were (in)accurate. Furthermore, teachers were quite aware that diagnostic cues are diagnostic, but their awareness that non-diagnostic cues (especially students’ interest) are not, could be improved. These results could be useful in designing effective interventions to further foster teachers’ judgment accuracy.","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"4 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140568072","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Soliciting judgments of learning reactively facilitates both recollection- and familiarity-based recognition memory 对学习作出反应性判断可促进基于回忆和熟悉的识别记忆

IF 3.3 2区教育学

Metacognition and Learning Pub Date : 2024-03-27 DOI: 10.1007/s11409-024-09382-1

Jun Zheng, Baike Li, Wenbo Zhao, Ningxin Su, Tian Fan, Yue Yin, Yali Hu, Xiao Hu, Chunliang Yang, Liang Luo

{"title":"Soliciting judgments of learning reactively facilitates both recollection- and familiarity-based recognition memory","authors":"Jun Zheng, Baike Li, Wenbo Zhao, Ningxin Su, Tian Fan, Yue Yin, Yali Hu, Xiao Hu, Chunliang Yang, Liang Luo","doi":"10.1007/s11409-024-09382-1","DOIUrl":"https://doi.org/10.1007/s11409-024-09382-1","url":null,"abstract":"Successful recognition is generally thought to be based on both recollection and familiarity of studied information. Recent studies found that making judgments of learning (JOLs) can reactively facilitate recognition performance, a form of reactivity effect on memory. The current study aimed to explore the roles of recollection and familiarity in the reactivity effect on recognition performance. Experiment 1 replicated the positive reactivity effect on recognition performance. Experiment 2 used the sequential remember/know (R/K) procedure, Experiment 3 utilized the simultaneous R/K procedure, and Experiment 4 inserted a long study-test interval (i.e., 24-h) to determine the roles of recollection and familiarity in the reactivity effect. These three experiments converged in demonstrating that making JOLs reactively facilitated recognition performance through enhancing both recollection and familiarity. Furthermore, there was minimal difference between the reactive influences on recollection and familiarity. The documented findings imply that the JOL reactivity effect on recognition is supported by two underlying mechanisms: greater recollection induced by enhanced distinctiveness, and superior familiarity induced by enhanced learning engagement.","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"130 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140323486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The effect of writing script on efficiency and metacognitive monitoring in inferential word learning 写作脚本对推理词学习效率和元认知监控的影响

IF 3.3 2区教育学

Metacognition and Learning Pub Date : 2024-03-16 DOI: 10.1007/s11409-024-09380-3

{"title":"The effect of writing script on efficiency and metacognitive monitoring in inferential word learning","authors":"","doi":"10.1007/s11409-024-09380-3","DOIUrl":"https://doi.org/10.1007/s11409-024-09380-3","url":null,"abstract":"<h3>Abstract</h3> The writing system – the transparency of orthography in alphabet-based systems and differences between logographic and phonetic-based systems – can affect the efficiency of inferential word learning when words are introduced visually. It can also shape how people self-evaluate their learning success (we refer to such type of self-evaluation as metacognitive monitoring of word learning). By contrast, differences in metacognition and learning performance do not emerge when words are presented auditorily. To measure metacognition, we assessed retrospective confidence by asking participants to rate their certainty about the correctness of their responses. As this direct question raises a person’s conscious awareness of how well they have learned a particular lexical unit, it allowed us to measure those aspects of metacognition that are modulated by consciousness. Such consciousness comes into play when a word is associated with an object. Differences in conscious awareness of the word learning success when words are represented visually make differential demands on word learning across languages and modalities. The observed differences between populations using different writing systems and between perceptual modalities may potentially modulate the effectiveness of vocabulary acquisition activities during foreign language learning.","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"128 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140149941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Examining pre-service teachers’ cognitive conditions and how this shapes their cognitive operations and metacognitive adaptations during emergency online practice teaching (PT) 研究职前教师的认知条件，以及这种条件如何影响他们在紧急在线实践教学（PT）中的认知操作和元认知调整

IF 3.3 2区教育学

Metacognition and Learning Pub Date : 2024-03-12 DOI: 10.1007/s11409-024-09378-x

{"title":"Examining pre-service teachers’ cognitive conditions and how this shapes their cognitive operations and metacognitive adaptations during emergency online practice teaching (PT)","authors":"","doi":"10.1007/s11409-024-09378-x","DOIUrl":"https://doi.org/10.1007/s11409-024-09378-x","url":null,"abstract":"<h3>Abstract</h3> This descriptive qualitative study examined pre-service teachers’ cognitive conditions, cognitive operations, and metacognitive adaptations during emergency online practice teaching. It further examined the intricate interplay between these components. Using pre- and post-open-ended questions and weekly reflections, qualitative methods were employed to examine participants’ cognitive conditions and processes in detail. The findings uncovered a cognitive paradox: pre-service teachers exhibited less sophisticated beliefs, negative emotions, low self-efficacy, and limited task knowledge while simultaneously holding high outcome expectations and mastery goals. Their cognitive operations revealed a similar cognitive paradox, highlighting the tension between the desired outcomes and the processes employed to attain them. They used both primitive and acquired cognitive operations. Their primitive cognitive operations were predominantly characterized by monitoring and assembling, whereas the acquired processes involved seeking and using feedback and observing. Like cognitive operations, their metacognitive adaptations were reactive and superficial, mainly focused on error identification and rectification. Although their cognitive and metacognitive engagement evolved with time, the presence of simultaneous paradoxical elements accentuates the complexity of the interplay between pre-service teachers’ cognitive conditions, cognitive operations, and metacognitive adaptations, making it a non-linear, complex, and multi-dimensional process driven by contradictory forces. These findings have important implications for teacher education programs, suggesting tailored interventions and support mechanisms.","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"11 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140117143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Who can predict their performance more accurately? An investigation of undergraduate students’ self-assessment behavior in mathematics courses 谁能更准确地预测自己的成绩？本科生数学课程自我评估行为调查

IF 3.3 2区教育学

Metacognition and Learning Pub Date : 2024-03-11 DOI: 10.1007/s11409-024-09381-2

Kedar Nepal, Ram C. Kafle

{"title":"Who can predict their performance more accurately? An investigation of undergraduate students’ self-assessment behavior in mathematics courses","authors":"Kedar Nepal, Ram C. Kafle","doi":"10.1007/s11409-024-09381-2","DOIUrl":"https://doi.org/10.1007/s11409-024-09381-2","url":null,"abstract":"We collected data on students’ self-assessment behavior from four sections of a Calculus II course. Students were asked to write their expected scores on each of the weekly in-class quizzes and problems in the exams, immediately after they completed them. They were then asked to justify their expectation in writing. One-on-one interviews were conducted with a purposefully selected sample of students. During the interviews, they were asked to explain their perceived reasons for their self-assessment behaviors. While the results from quantitative analysis seemed to partially reinforce the findings of existing research that low performers generally overestimate, high performers underestimate their performance, and those in-between performers were (almost) accurate predictors, results from qualitative analysis provided additional insights into their self-assessment behaviors. After analyzing qualitative data, we identified five categories of student behavior: knowing about knowing (KK), not knowing about knowing (NKK), knowing about not knowing (KNK), knowing something is not known but not sure what (KBNKW), and not knowing about not knowing (NKNK). The quantitative analysis showed that students exhibited greater accuracy in assessing their performance when they belonged to the categories KK, KNK, and KBNKW, while their accuracy was lower when they fell into the categories NKNK and NKK. In other words, students who had greater awareness of their level of knowledge were more accurate in predicting their scores compared to their peers, irrespective of their actual performance levels. The logistic regression model revealed a substantial increase in the likelihood of underperforming students overestimating their performance compared to their high-performing counterparts.","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"17 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140099162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0