A two-process model of metacognitive monitoring: Evidence for general accuracy and error factors

Gutierrez, Antonio P.; Schraw, Gregory; Kuch, Fred; Richmond, Aaron S.

doi:10.1016/j.learninstruc.2016.02.006

Cited by 33 publications

(49 citation statements)

References 30 publications

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“…Metacognition includes the knowledge regarding cognition and the regulation of cognition; these processes control and monitor an individual's decisions and actions (Stankov, 2013). Metacognitive monitoring concerns the link between the performance and the judgment regarding the same performance (Boekaerts & Rozendaal, 2010;Gutierrez, Schraw, Kuch, & Richmond, 2016). Additionally, metacognitive confidence denotes a specific judgment expressed in relation to performance (Dinsmore & Parkinson, 2013;Schraw, 2009).…”

Section: Metacognition and Confidence In The Correctness Of Performanmentioning

confidence: 99%

“…Focusing on the relation between the cognitive performance and confidence in their correctness, studies have highlighted two different potential outcomes: overconfidence, when subjects have the illusion of knowing; and underconfidence, when subjects have the illusion of not knowing (Serra & Metcalfe, 2009). In other cases, the subjects properly judge the correctness vs incorrectness of their performance (Gutierrez et al, 2016).…”

Section: Metacognition and Confidence In The Correctness Of Performanmentioning

confidence: 99%

“…The calibration of confidence is defined as the relationship between performance in a task and confidence in the correctness of this task (Alexander, 2013;Boekaerts & Rozendaal, 2010;Gutierrez et al, 2016;Schraw, 2009). This concept is related to the amount of matching between a subject's judgments on his/her performance and the effective performance gathered (Alexander, 2013).…”

Section: The Calibration Of Confidence and Its Measuresmentioning

confidence: 99%

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What’s about the Calibration between Confidence and Accuracy? Findings in Probabilistic Problems from Italy and Spain

Agus

Peró‐Cebollero

Guàrdia‐Olmos

et al. 2019

EURASIA J MATH SCI T

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This paper reports some experiments on probabilistic reasoning designed to investigate the impact of the probabilistic problem presentation format (verbalnumerical and graphical-pictorial) on subjects' confidence in the correctness of their performance, other than the calibration between confidence and accuracy. To understand the potential effect of the format, these dimensions were assessed by monitoring contextual and individual variables: time pressure, numerical and visuospatial abilities, statistical anxiety and attitudes towards statistics. The participants included 257 Psychology students without statistical knowledge, recruited from Italian and Spanish universities, who fulfilled self-report validated measures. The students expressed their retrospective judgments of confidence item-by-item in relation to each probabilistic problem. This approach enabled the computation of two measures of calibration (the Bias Index-the Confidence-Judgment Accuracy Quotient). The results indicated that the problem presentation format did not exert a significant main effect on confidence, with the exception of when the interaction between the format and one subscale of the attitudes towards the statistics test was considered. The Bias Index, however, was significantly related to the interaction between format and time pressure. The study offers a point of reflection in relation to the potential effect exerted by the problem format and time constraint in calibration.

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Section: Metacognition and Confidence In The Correctness Of Performanmentioning

confidence: 99%

Section: Metacognition and Confidence In The Correctness Of Performanmentioning

confidence: 99%

Section: The Calibration Of Confidence and Its Measuresmentioning

confidence: 99%

See 1 more Smart Citation

What’s about the Calibration between Confidence and Accuracy? Findings in Probabilistic Problems from Italy and Spain

Agus

Peró‐Cebollero

Guàrdia‐Olmos

et al. 2019

EURASIA J MATH SCI T

View full text Add to dashboard Cite

show abstract

“…Finally, although self‐regulation is deliberate and effortful (i.e., volitional) by definition (Flavell, ; Pintrich, ; Whitebread & Pino‐Pasternak, ), not all metacognitive monitoring and control is necessarily productive for goal achievement. For example, accurate and inaccurate monitoring judgments have recently been identified as two separate factors in people's monitoring within different tasks (Gutierrez, Schraw, Kuch, & Richmond, ). Also, an increasing number of studies are showing how children (Bryce & Whitebread, ; Roebers, Krebs, & Roderer, ) and adults (DiFrancesca, Nietfeld, & Cao, ; Thiede, Anderson, & Therriault, ) can demonstrate different levels of accuracy and skillfulness in their use of metacognitive monitoring and control (see Veenman, for an analysis).…”

Section: Defining Self‐regulationmentioning

confidence: 99%

The Role of Teacher Regulatory Talk in Students’ Self-Regulation Development Across Cultures

Torres

Whitebread

McLellan

2018

New Directions for Child and Adolescent Development

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This study is the first to explore the contribution of different types of teacher regulatory talk—directive, guiding, and autonomy supportive talk—in children's development of self‐regulation across cultures. Teacher‐to‐student talk was analyzed under naturalistic conditions in eight Year 4 classrooms, all situated in different primary schools in England (student N = 25) and Chile (N = 24). Self‐regulation was studied by observing students’ effective metacognitive monitoring (awareness of errors) and effective metacognitive control (effective control of problems) in a series of 11–13 cube assembly tasks. Mann–Whitney U tests showed that English participants demonstrated higher levels of effective metacognitive monitoring and control, and participating teachers a similar level of teacher regulatory talk across cultures. The function that regulatory talk had in predicting students’ self‐regulation, however, tended to vary according to culture. OLS multiple regressions revealed that while guiding talk had the same positive effect across cultures, directive talk had a negative effect in England but null effect in Chile, and autonomy supportive talk had a positive effect in Chile but negative in England. These results indicate that it would be valuable to explore further the culturally adaptive functionality of teacher talk for students’ self‐regulation development.

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“…A partir do monitoramento, o indivíduo é capaz de auto avaliar sua aprendizagem e observar a necessidade ou não de modificar suas estratégias, de forma a obter resultados mais vantajosos. Esta é uma habilidade que permite identificar possíveis dificuldades nos campos da atenção, compreensão, estados afetivos e motivacionais em relação à aprendizagem, criando-se uma relação entre a performance da tarefa e o julgamento do indivíduo sobre seu desempenho (Boruchovitch, 2014;Gutierrez, Schraw, Kuch & Richmond, 2016;Roebers, Krebs & Roderer, 2014). Dessa maneira, considerar o papel do monitoramento metacognitivo dentro do estudo da metacognição implica evidenciar a medida de consciência do indivíduo sobre seu desempenho cognitivo (Zampieri, 2012).…”

Section: Introductionunclassified

Monitoramento metacognitivo de adultos em processo de alfabetização em tarefas de memória, processamento e inteligência geral

Fujie

Schelini

2018

Psico

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A autorregulação refere-se aos pensamentos, sentimentos e ações que são planejados e ciclicamente adaptados para o alcance dos objetivos traçados pelo indivíduo. Dentro dessa totalidade, encontra-se o monitoramento metacognitivo, habilidade pela qual o sujeito “acompanha” e avalia sua própria cognição. O presente estudo teve como objetivo investigar o monitoramento de adultos em processo de alfabetização por meio do julgamento, entendido como uma medida do monitoramento metacognitivo, sobre o desempenho em tarefas cognitivas que avaliam o fator geral de inteligência, a velocidade de processamento e a memória de curto prazo. Também foi investigada a existência de diferenças nas relações entre desempenhos reais e estimados e em quais tarefas cognitivas o desempenho real mais se relaciona ao desempenho estimado. Participaram do estudo 34 alunos de um programa de alfabetização para adultos, de ambos os gêneros e com idade entre 40 e 60 anos. Os materiais utilizados para a coleta de dados foram: Entrevista Inicial (EI), Teste R-1 e os subtestes Código, Procurar Símbolos e Dígitos da Escala Wechsler de Inteligência para Adultos III (WAIS III), e Registro de Julgamento de 0 a 100. Os resultados indicaram que os escores reais dos participantes foram mais baixos quando comparados com sujeitos de maior escolaridade das amostras normativas dos instrumentos. A partir das correlações de Pearson, observou-se correlação significativa entre o desempenho real e o julgamento do desempenho no subteste Códigos.

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A two-process model of metacognitive monitoring: Evidence for general accuracy and error factors

Cited by 33 publications

References 30 publications

What’s about the Calibration between Confidence and Accuracy? Findings in Probabilistic Problems from Italy and Spain

What’s about the Calibration between Confidence and Accuracy? Findings in Probabilistic Problems from Italy and Spain

The Role of Teacher Regulatory Talk in Students’ Self-Regulation Development Across Cultures

Monitoramento metacognitivo de adultos em processo de alfabetização em tarefas de memória, processamento e inteligência geral

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