Accounting Students' Metacognition: The Association of Performance, Calibration Error, and Mindset

Ravenscroft, Sue; Waymire, Tammy R.; West, Timothy D.

doi:10.2308/iace-50148

Cited by 41 publications

(24 citation statements)

References 43 publications

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“…In a study closely related to present work, the relationship between mindset and exam performance was investigated for students enrolled in an accounting course [9]. It was found that the majority of the students (72%) held growth mindsets and there was a mild association between the students' mindset scores and exam scores.…”

Section: Related Workmentioning

confidence: 85%

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Mindset for Software Architecture Students

Othmane

Lamm

2019

2019 IEEE 43rd Annual Computer Software and Applications Conference (COMPSAC)

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Software architecture students need to believe that they can change their abilities in order to become proficient with software architecture design. Addressing students' beliefs about their capabilities introduces the realm of mindset. This paper reports about a survey that we conducted in a large university to study a set of factors associated with the students' mindset. The study found that the students' mindsets weakly correlates with their cognitive levels and are associated with their expectations from the course. In addition, it found that the students who prefer practicing software architecture have more open mindset than the ones who prefer quizzes. The findings provide new knowledge about the connections between the mindsets of the students, their perception of software architecture, and their approach to learning software architecture practices. The results could be used to design intervention strategies to improve the ability of the students to learn software architecture.

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Section: Related Workmentioning

confidence: 85%

“…We used the method of Ravenscroft et al [9] to compute the mindset score. We reversed the scores for the fixed-mindset questions, summed up the scores of the eight questions and divided the total by the number of questions, eight.…”

Section: B Context Of the Studymentioning

confidence: 99%

Mindset for Software Architecture Students

Othmane

Lamm

2019

2019 IEEE 43rd Annual Computer Software and Applications Conference (COMPSAC)

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“…The use of teaching styles, such as the reciprocal and the self-check styles ( Mosston & Ashworth, 2002 ), can also help students to improve performance and to increase their awareness regarding their performance and the standards to judge their own and their peers’ performance in sport tasks ( Kolovelonis, Goudas, & Gerodimos, 2011 ). Moreover, considering that changing students’ mindsets can enhanced their achievement and decreased their calibration error ( Dweck, 2017 ; Ravenscroft et al, 2012 ) students should be taught that personal competencies and intelligence are malleable rather than fixed.…”

Section: Discussionmentioning

confidence: 99%

“…Interventions focusing on promoting a growth mindset were beneficial for poorly performing students ( Paunesku et al, 2015 ). Moreover, it was found that a growth mindset was associated with improved performance and decreased calibration error ( Ravenscroft, Waymire, & West, 2012 ). Thus, promoting a growth mindset may help students to improve performance and decrease calibration error ( Dweck, 2017 ) contributing to the reversal of the underachievement among students ( Wong, 2016 ).…”

Section: Estimating Peers’ Performance: Am I Better or Worse Than Avementioning

confidence: 99%

Exploring performance calibration in relation to better or worse than average effect in physical education

Kolovelonis

Dimitriou

2018

Eur. J. Psychol.

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The aim of this study was to explore students’ calibration of sport performance in relation to better or worse than average effect in physical education settings. Participants were 147 fifth and sixth grade students (71 boys, 76 girls) who were tested in a soccer passing accuracy test after they had provided estimations for their own and their peers’ performance in this test. Based on students’ actual and estimated performance, calibration indexes of accuracy and bias were calculated. Moreover, students were classified in better, worse, or equal than average groups based on estimated scores of their own and their peers’ average performance. Results showed that students overestimated their own performance while most of them believed that their own performance was worse than their peers’ average performance. No significant differences in calibration accuracy of soccer passing were found between better, worse, or equal than average groups of students. These results were discussed with reference to previous calibration research evidence and theoretical and practical implications for self-regulated learning and performance calibration in physical education.

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“…The thoughts and attitudes with which accounting students approach academic tasks have been shown to influence their behaviors and task-related outcomes (Backof, Bamber, and Carpenter, 2016;Bloch, Brewer, and Stout, 2012;Ravenscroft, Waymire, and West, 2012). Some of these thoughts and attitudes, such as their ranging beliefs about the fixed or malleable nature of intelligence (Dweck, 2006), are developed and reinforced over long periods.…”

Section: Effects On Planningmentioning

confidence: 99%

Accounting Students’ Planning, Writing, and Performance on a Time-Constrained Case Analysis: Effects of Self-Talk and Prior Achievement

Phillips

Schmidt

2016

Account Perspect

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When writing a case analysis, most students first allocate time to plan the content and structure of their response, and then proceed to write with differing degrees of urgency, the outcomes of which are case responses of differing quality. This study examines the extent to which planning time influences writing urgency and, ultimately, the quality of case responses in a time‐constrained setting. It also investigates whether these behaviors and outcomes depend on students’ frame of mind, by experimentally inducing differing types of pre‐examination self‐talk. Analyses show that planning time was negatively associated with writing urgency; students who spent more time planning subsequently wrote with less urgency. Writing urgency was positively associated with case response quality and, after controlling for differences in writing urgency, planning time was positively associated with response quality. Results indicate that different planning and writing behaviors can be induced by different forms of self‐talk prior to the writing task. Relative to interrogative self‐talk (“Will I …?”), exclamatory self‐talk (“I will …!”) caused higher‐achieving students to spend more time planning, but then write with less urgency and subsequently produce lower‐quality case responses. Conversely, after engaging in exclamatory rather than interrogative self‐talk, lower‐achieving students spent less time planning but then wrote with greater urgency and produced higher‐quality responses. These results indicate that (i) planning significantly affects writing and performance, (ii) students can influence their own planning behavior through pre‐task self‐talk, but (iii) pre‐task self‐talk can be beneficial or detrimental depending on students’ prior achievement.

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Accounting Students' Metacognition: The Association of Performance, Calibration Error, and Mindset

Cited by 41 publications

References 43 publications

Mindset for Software Architecture Students

Mindset for Software Architecture Students

Exploring performance calibration in relation to better or worse than average effect in physical education

Accounting Students’ Planning, Writing, and Performance on a Time-Constrained Case Analysis: Effects of Self-Talk and Prior Achievement

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