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Direct linkGüzel, Mehmet Akif; Basokçu, Tahsin Oguz – Metacognition and Learning, 2023
Besides learners' awareness of their knowledge, a growing number of studies also emphasise the importance of teachers' awareness of how well their students perform to adjust their teaching strategies accordingly. Therefore, proposing a multi-layered metacognitive regulatory model in teaching first, we investigated whether estimation type, item…
Descriptors: Accuracy, Prediction, Scores, Foreign Countries
Ziqiang Xin; Bihong Xiao; Luxiao Wang; Huiwen Xiao – Metacognition and Learning, 2024
Financial literacy refers to the knowledge required for individuals to make financial decisions. When individuals' subjective assessment of their financial literacy does not align with their actual level of financial knowledge (i.e., the discrepancy between subjective and objective financial literacy), it can result in a range of adverse…
Descriptors: Individual Differences, Self Evaluation (Individuals), Financial Literacy, Decision Making
Pijeira-Díaz, Héctor J.; van de Pol, Janneke; Channa, Faisal; de Bruin, Anique – Metacognition and Learning, 2023
The accuracy of students' relative comprehension judgments when reading texts is typically rather low. This has been ascribed to students grounding their comprehension judgments on cues that are not diagnostic of their actual comprehension level. Asking students to complete causal diagrams--a diagramming scaffold--before judging comprehension has…
Descriptors: Accuracy, Reading Comprehension, Decision Making, Cues
Yu, Shi; Zhang, Fengjiao; Nunes, Ludmila D. – Metacognition and Learning, 2023
Metamotivational knowledge is a burgeoning area of study. It refers to people's knowledge about motivation, and it has been shown to contribute to motivation and behavioral outcomes. The current study bridges metamotivational knowledge with self-determination theory (SDT), one of the most prominent theories of academic motivation. SDT proposes…
Descriptors: Metacognition, Self Determination, Academic Achievement, Student Motivation
Wang, Ying; Sperling, Rayne A. – Metacognition and Learning, 2021
While many studies of monitoring accuracy have been conducted with college students, less is known about middle school students' monitoring accuracy, especially in Asian countries. Prior research also found discrepancies in students' monitoring accuracy between Western and Asian cultures. To understand and support Chinese middle school students'…
Descriptors: Middle School Students, Metacognition, Mathematics Instruction, Foreign Countries
de Bruin, Anique B. H.; Kok, Ellen M.; Lobbestael, Jill; de Grip, Andries – Metacognition and Learning, 2017
Being overconfident when estimating scores for an upcoming exam is a widespread phenomenon in higher education and presents threats to self-regulated learning and academic performance. The present study sought to investigate how overconfidence and poor monitoring accuracy vary over the length of a college course, and how an intervention consisting…
Descriptors: Self Esteem, College Students, Progress Monitoring, Intervention
Winne, Philip H.; Muis, Krista Renee – Metacognition and Learning, 2011
In theoretical models of self-regulated learning, calibration is one important component in successful learning. Two issues of calibration are explored. First, Nelson (1987) suggested the "G" (gamma) coefficient is the most appropriate measure of calibration (judgment accuracy) and rejected signal detection theory's "d'"…
Descriptors: Foreign Countries, Learner Controlled Instruction, Mathematics, College Students
