Händel M, Fritzsche E (2015)
Publication Language: English
Publication Status: Published
Publication Type: Journal article, Original article
Publication year: 2015
Publisher: Taylor & Francis (Routledge)
Book Volume: 35
Pages Range: 377-395
DOI: 10.1080/01443410.2014.895295
We report results of two studies on metacognitive accuracy with undergraduate education students. Participating students were asked to judge their personal performance in a multiple-choice exam as well as to state their confidence in their performance judgement (second-order judgement [SOJ]). In each study, we compared four conditions that differed in the type of the presented 5-point confidence scale for SOJs. In Study 1, four bipolar scales with different labels were applied; in Study 2, unipolar and bipolar scales were implemented. The results of Study 1 with N = 420 students show that undergraduates on average provided accurate performance estimations. However, students were not aware of their judgement accuracy, shown by a low fit of SOJ and judgement accuracy. In addition, the type of provided scale significantly influenced the SOJs. Study 2 with N = 348 students replicated the findings of the first study and gave further insight into the effects of uni- vs. bipolar response scales.
APA:
Händel, M., & Fritzsche, E. (2015). Students' confidence in their performance judgements: a comparison of different response scales. Educational Psychology, 35, 377-395. https://doi.org/10.1080/01443410.2014.895295
MLA:
Händel, Marion, and Eva Fritzsche. "Students' confidence in their performance judgements: a comparison of different response scales." Educational Psychology 35 (2015): 377-395.
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