The Effects of Strategy Training and an Extrinsic Incentive on Fourth- and Fifth-Grade Students' Performance, Confidence, and Calibration Accuracy

Autor/in	Gutierrez de Blume, Antonio P.
Titel	The Effects of Strategy Training and an Extrinsic Incentive on Fourth- and Fifth-Grade Students' Performance, Confidence, and Calibration Accuracy
Quelle	In: Cogent Education, 4 (2017) 1, Artikel 1314652 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gutierrez de Blume, Antonio P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2017.1314652
Schlagwörter	Program Effectiveness; Grade 4; Grade 5; Training; Incentives; Randomized Controlled Trials; Comparative Analysis; Pretests Posttests; After School Programs; Clubs; Self Esteem; Performance; Accuracy; Metacognition; Skill Development; Study Skills; Learning Strategies; Test Wiseness; Hypothesis Testing; Knowledge Level; Statistical Analysis + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Ausbildung; Anreiz; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Club; Klub; Self-esteem; Selbstaufmerksamkeit; Achievement; Leistung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kompetenzentwicklung; Qualifikationsentwicklung; Studientechnik; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Hypothesenprüfung; Hypothesentest; Wissensbasis; Statistische Analyse
Abstract	This study investigated the influence of strategy training instruction and an extrinsic incentive on American fourth- and fifth-grade students' (N = 35) performance, confidence in performance, and calibration accuracy. Using an experimental design, children were randomized to either an experimental group (strategy training and an extrinsic incentive) or a comparison group in an after-school Brain Train Club. Data on performance and confidence ratings were collected pretest and again at posttest. Accuracy was calculated by comparing confidence in performance to actual performance. Results revealed that students in the experimental group demonstrated improved performance, confidence, and calibration accuracy compared to those in the comparison group. Implications for learning and instruction and avenues for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01