Examining Response Confidence in Multiple Text Tasks

Autor/inn/en	List, Alexandra; Alexander, Patricia A.
Titel	Examining Response Confidence in Multiple Text Tasks
Quelle	In: Metacognition and Learning, 10 (2015) 3, S.407-436 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1623
DOI	10.1007/s11409-015-9138-2
Schlagwörter	Self Esteem; Responses; Student Attitudes; Undergraduate Students; Electronic Publishing; Journal Articles; Newspapers; Criteria; Context Effect; Correlation; Accuracy; Cognitive Processes + Suchen Sie Ihr Suchwort? Self-esteem; Selbstaufmerksamkeit; Schülerverhalten; Elektronisches Publizieren; Journal article; Zeitschriftenaufsatz; Newspaper; Zeitung; Korrelation; Cognitive process; Kognitiver Prozess
Abstract	Students' confidence in their responses to a multiple text-processing task and their justifications for those confidence ratings were investigated. Specifically, 215 undergraduates responded to two academic questions, differing by type (i.e., discrete and open-ended) and by domain (i.e., developmental psychology and astrophysics), using a digital library of seven varied texts (e.g., journal article, newspaper, Wikipedia). Students then indicated how confident they were in their responses and provided justifications for their level of confidence. This investigation had four main goals: (a) to determine the strength of students' response confidence; (b) to understand the criteria students use to derive their confidence ratings; (c) to consider the effect of task conditions on ratings and justifications; and (d) to examine the relation between students' response confidence ratings and justifications and the accuracy and quality of their responses. Students' justifications for response confidence were found to vary across task conditions. Further justifications for response confidence based on sources consulted (i.e., text-directed justifications) were found to relate to response accuracy for the discrete question and to response quality for the open-ended question. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01