Metacognitive Awareness as Measured by Second-Order Judgements among University and Secondary School Students

Autor/inn/en	Nederhand, Marloes L.; Tabbers, Huib K.; De Bruin, Anique B. H.; Rikers, Remy M. J. P.
Titel	Metacognitive Awareness as Measured by Second-Order Judgements among University and Secondary School Students
Quelle	In: Metacognition and Learning, 16 (2021) 1, S.1-14 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nederhand, Marloes L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1623
DOI	10.1007/s11409-020-09228-6
Schlagwörter	Metacognition; Self Evaluation (Individuals); Accuracy; Grades (Scholastic); Performance Based Assessment; Self Efficacy; College Students; Secondary School Students; Student Attitudes + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Notenspiegel; Leistungsermittlung; Self-efficacy; Selbstwirksamkeit; Collegestudent; Sekundarschüler; Schülerverhalten
Abstract	When compared to high performers, low performers generally have more difficulty to accurately estimate their own performance. This has been explained by low performers being both unskilled and unaware about their performance. However, Miller and Geraci "Journal of Experimental Psychology: Learning, Memory, and Cognition," 37(2), 502-506, (2011) found that low performing university students also assigned less confidence to their estimates (i.e., second-order judgments, SOJs), indicating some metacognitive awareness of their poor calibration. The current study examined whether the relationship between calibration accuracy and confidence in performance estimates is more general, and exists irrespective of performance level, not only for university students but also for secondary school students. We asked university students and secondary school students to estimate their exam grade after taking their exam, and to provide a second-order judgement). The results showed that for university students, poor calibration accuracy was indeed accompanied by low confidence scores, independent from performance level. For secondary school students however, calibration accuracy was unrelated to confidence scores, suggesting a less developed metacognitive awareness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01