Self-efficacy, Self-doubt, and Metacognitive Judgments for Exam Performance in College Classrooms PDF Download
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Author: Marissa Kay Hartwig
Publisher:
ISBN:
Category : Test anxiety
Languages : en
Pages : 156
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Book Description
Abstract: This study sought to explore the relationships among college students' predictions of exam performance, metacognitive judgments, perceived self-efficacy, generalized self- doubt, and actual exam performance. Self-doubt, measured by the Subjective Overachievement Scale, was found to be relatively stable across three time points of measurement in this study, even when one point was immediately prior to a midterm examination. Additionally, self-doubt was found to be significantly negatively related to students' metacognitive judgments, self- efficacy judgments, and score predictions. No significant relationship was found between self-doubt and calibration of predictions. Metacognitive judgments and self-efficacy judgments were found to be significantly correlated. Both were related to students' score predictions, although self- efficacy made a larger unique contribution to the variance in predictions. The relationship between metacognitive judgments and self-efficacy judgments is discussed. Further, students' test score predictions were strong predictors of their actual exam performance. An even stronger predictor of performance, however, was students' absolute accuracy (i.e. their non-directional bias) in their predictions. That is, high performance and high prediction accuracy were strongly positively related.
Author: Marissa Kay Hartwig
Publisher:
ISBN:
Category : Test anxiety
Languages : en
Pages : 156
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Book Description
Abstract: This study sought to explore the relationships among college students' predictions of exam performance, metacognitive judgments, perceived self-efficacy, generalized self- doubt, and actual exam performance. Self-doubt, measured by the Subjective Overachievement Scale, was found to be relatively stable across three time points of measurement in this study, even when one point was immediately prior to a midterm examination. Additionally, self-doubt was found to be significantly negatively related to students' metacognitive judgments, self- efficacy judgments, and score predictions. No significant relationship was found between self-doubt and calibration of predictions. Metacognitive judgments and self-efficacy judgments were found to be significantly correlated. Both were related to students' score predictions, although self- efficacy made a larger unique contribution to the variance in predictions. The relationship between metacognitive judgments and self-efficacy judgments is discussed. Further, students' test score predictions were strong predictors of their actual exam performance. An even stronger predictor of performance, however, was students' absolute accuracy (i.e. their non-directional bias) in their predictions. That is, high performance and high prediction accuracy were strongly positively related.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 434
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Book Description
The question of how students manage and allocate their study time is a complex problem, consisting of decisions regarding switching between material, stopping studying, deciding what to prioritize, how long to study given material, and what learning goals to set. The first project detailed investigates switching decisions, investigating how students choose to switch between lists. Several experiments investigate the effects of self-efficacy on metacognitive judgments and study behaviors such as study time, study strategies, and goal setting and achievement. The third project investigates metacognitive framing, a factor that may influence metacognitive judgments, and potentially, study behaviors. The last project examines the influence of different kinds of study scenarios on metacognitive judgments, specifically, repeated testing, spaced restudy, and massed study. Together, these lines of work show evidence of how metacognitive judgments are influenced, how students choose to switch between materials, and how students enact study strategies to achieve learning goals.
Author: Jasna Vuk
Publisher:
ISBN:
Category : Metacognition
Languages : en
Pages :
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Book Description
The purpose of this study was to observe college students' behavior on five self-tailored, multiple choice exams throughout a semester in relation to: a) metacognitive ability, b) self-efficacy expectations, and c) test anxiety. Additionally, the effect of a self-tailoring procedure on exam scores and content validity of the tests was observed. Self-tailored testing was defined as an option in which students selected up to five questions they wanted to omit from being scored on an exam. Students' metacognitive ability was defined as the percentage of incorrectly answered questions out of the total number omitted. Ninety-nine college students from two sections of an educational psychology undergraduate course participated in this study. Eighty students completed the study; seventy-one used an option to omit questions on all exams. Before taking exam 1, students answered measures of self-efficacy and test anxiety. After completing each of the five course exams, students marked on the back of their answer sheet up to five questions they wanted to be omitted from scoring. After exam 5, students answered a questionnaire that addressed their perception of the self-tailoring procedure. MANOVA, repeated measures ANOVA, Pearson correlations, t-test and one-way ANOVA were conducted. Students made a statistically significant increase in their scores on all exams by using the questions omitting procedure. There was a statistically significant linear increase of percentages of incorrectly answered questions out of the total number omitted across five exams. Frequency of items that students omitted from scoring were significantly negatively correlated with item difficulty values. The content validity of the test was affected on two out of five exams based on cognitive level of items and on three out of five exams based on chapter coverage. Students' self-efficacy expectations and test anxiety were not related to the likelihood to apply the self-tailoring procedure or to the degree of success students had in applying the procedure. The study provided a new perspective on self-tailored tests in college classroom with implications for teaching, assessment, and students' metacognitive abilities.
Author: Pablo Briñol
Publisher: Taylor & Francis
ISBN: 1135234094
Category : Psychology
Languages : en
Pages : 386
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Book Description
Metacognition refers to thinking about our own thinking. It has assumed a prominent role in social judgment because our thoughts about our thoughts can magnify, attenuate, or even reverse the impact of primary cognition. Metacognitive thoughts can also produce changes in thought, feeling, and behavior, and thus are critical for a complete understanding of human social behavior. The present volume presents the most important and advanced research areas in social psychology where the role of metacognition has been studied. Specifically, the chapters of this book are organized into four substantive content areas: Attitudes and Decision Making, Self and Identity, Experiential, and Interpersonal. Each section consists in several chapters summarizing much of the work done in recent decades on critical topics, such as attitude strength, persuasion, bias correction, self-regulation, subjective feelings, embodiment, and prejudice, among others. This book also emphasizes interpersonal aspects of metacognition as they play an essential role in close relationships, groups, consumer and clinical interactions. Each chapter is written by an expert in the field, and presents a state-of-the-art view of the many ways metacognition has been examined by social psychologists.
Author: Barry J. Zimmerman
Publisher: Routledge
ISBN: 1135659141
Category : Education
Languages : en
Pages : 316
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Book Description
This volume brings together internationally known researchers representing different theoretical perspectives on students' self-regulation of learning. Diverse theories on how students become self-regulated learners are compared in terms of their conceptual origins, scientific form, research productivity, and pedagogical effectiveness. This is the only comprehensive comparison of diverse classical theories of self-regulated learning in print. The first edition of this text, published in 1989, presented descriptions of such differing perspectives as operant, phenomenological, social learning, volitional, Vygotskian, and constructivist theories. In this new edition, the same prominent editors and authors reassess these classic models in light of a decade of very productive research. In addition, an information processing perspective is included, reflecting its growing prominence. Self-regulation models have proven especially appealing to teachers, coaches, and tutors looking for specific recommendations regarding how students activate, alter, and sustain their learning practices. Techniques for enhancing these processes have been studied with considerable success in tutoring sessions, computer learning programs, coaching sessions, and self-directed practice sessions. The results of these applications are discussed in this new edition. The introductory chapter presents a historical overview of research and a theoretical framework for comparing and contrasting the theories described in the following chapters, all of which follow a common organizational format. This parallel format enables the book to function like an authored textbook rather than a typical edited volume. The final chapter offers an historical assessment of changes in theory and trends for future research. This volume is especially relevant for students and professionals in educational psychology, school psychology, guidance and counseling, developmental psychology, child and family development, as well as for students in general teacher education.
Author: Laura Ritchie
Publisher: Bloomsbury Publishing
ISBN: 1137463783
Category : Education
Languages : en
Pages : 176
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Book Description
This book demonstrates how teaching staff in HEIs can foster students' self-efficacy beliefs to promote excellence and enable their students to sustain effective learning. Combining theory with tangible methods for everyday use, it gives the reader the core tools and methods to use in their own practical teaching.
Author: Tim Urdan
Publisher: IAP
ISBN: 1607527502
Category : Education
Languages : en
Pages : 379
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Book Description
The introduction of the psychological construct of self-efficacy is widely acknowledged as one of the most important developments in the history of psychology. Today, it is simply not possible to explain phenomena such as human motivation, learning, self-regulation, and accomplishment without discussing the role played by self-efficacy beliefs. In this, the fifth volume of our series on adolescence and education, we focus on the self-efficacy beliefs of adolescents. We are proud and fortunate to be able to bring together the most prominent voices in the study of self-efficacy, including that of the Father of Social Cognitive Theory and of self-efficacy, Professor Albert Bandura. It is our hope, and our expectation, that this volume will become required reading for all students and scholars in the areas of adolescence and of motivation and, of course, for all who play a pivotal role in the education and care of youth.
Author: Albert Bandura
Publisher: Prentice Hall
ISBN:
Category : Juvenile Nonfiction
Languages : en
Pages : 644
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Book Description
Models of human nature and causality; Observational learning; Enactivelearning; Social diffusion and innovation; Predictive knowledge and forethought; Incentive motivators; Vicarious motivators; Self-regulatory mechanisms; Self-efficacy; Cognitive regulators.
Author: Jeffrey A. Rosen
Publisher: RTI Press
ISBN: 1934831026
Category : Education
Languages : en
Pages : 216
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Book Description
This book provides an overview of recent research on the relationship between noncognitive attributes (motivation, self efficacy, resilience) and academic outcomes (such as grades or test scores). We focus primarily on how these sets of attributes are measured and how they relate to important academic outcomes. Noncognitive attributes are those academically and occupationally relevant skills and traits that are not “cognitive”—that is, not specifically intellectual or analytical in nature. We examine seven attributes in depth and critique the measurement approaches used by researchers and talk about how they can be improved.
Author: Susan A. Ambrose
Publisher: John Wiley & Sons
ISBN: 0470617608
Category : Education
Languages : en
Pages : 336
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Book Description
Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning
