Are there sex differences in confidence and metacognitive monitoring accuracy for everyday, academic, and psychometrically measured spatial ability?

Ariel, Robert; Lembeck, Natalie A.; Moffat, Scott D.; Hertzog, Christopher

doi:10.1016/j.intell.2018.08.001

Cited by 21 publications

(18 citation statements)

References 74 publications

(95 reference statements)

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“…A study by Ariel and colleagues evaluating gender differences in confidence and accuracy found that female students displayed lower confidence in their performance, even when no actual accuracy difference existed. 24 In educational research based on metacognitive accuracy, the gender of the participants may also play a factor in the findings.…”

Section: Discussionmentioning

confidence: 99%

Perception of Learning Versus Performance as Outcome Measures of Educational Research

Persky

Lee

Schlesselman

2020

American Journal of Pharmaceutical Education

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Objective. To determine whether perception of student learning equates to learning gains. Methods. Two-hundred seventy-seven college-aged students and student pharmacists participated in the study. Participants were assessed before and after completing a reading intervention and reported their perceptions of learning by responding to various Likert-scale questions. Relationships between perception and performance were assessed by correlation analysis, trend analysis, and using measures of metacognitive accuracy. Results. There was a lack of correlation between measures of the perception of learning and actual gains in knowledge. There were weak correlations between the perception of learning and post-reading scores. Comparing student-pharmacists to college-aged individuals, both had similar metacognitive accuracy and there were little differences after the intervention. Conclusion. Perceptions of learning may not reflect knowledge gains, and perception data should be used cautiously as a surrogate for evidence of actual learning.

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Section: Discussionmentioning

confidence: 99%

Perception of Learning Versus Performance as Outcome Measures of Educational Research

Persky

Lee

Schlesselman

2020

American Journal of Pharmaceutical Education

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“…In general, males display higher confidence in spatial abilities (Ariel et al, 2018) or general masculine activities than females. This affective dimension correlates with the cognitive (mental-rotation performance) dimension, especially in males (Cooke-Simpson & Voyer, 2007).…”

Section: Gender Differences In Mental Rotationmentioning

confidence: 92%

Can (perceived) mental-rotation performance mediate gender differences in math anxiety in adolescents and young adults?

Rahe

Quaiser-Pohl

2021

Math Ed Res J

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Math anxiety is a negative affective reaction in situations concerning mathematics and is related to poor math performance and a lower mathematical self-concept. Gender differences appear in math anxiety even though gender differences in math abilities are non-existent or minimal in effect size. In the present study, gender and age differences in math anxiety, mental-rotation performance, and perceived mental-rotation performance are investigated as well as (perceived) mental-rotation performance as possible mediators of the relation between gender and math anxiety. Ninety-seven children (54 females) between 11 and 15 years and 84 undergraduate students (59 females) solved a mental-rotation test, rated their performance in this test, and filled out a questionnaire about math anxiety. Increasing gender differences with age were found for math anxiety, mental-rotation performance, and perceived mental-rotation performance. Mental-rotation performance and perceived mental-rotation performance were significant individual mediators for gender differences in math anxiety. Adequate measures should be discussed to enhance females’ mental-rotation abilities and their perception of these skills to reduce gender differences in math anxiety.

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“…One current study focused on gender differences in local and global judgments and their accuracy regarding spatial ability tasks. It resulted that female student scored lower on each measure but were not less accurate than male students (Ariel et al 2018). The authors discussed that male and female students possibly not only use different strategies to solve the spatial tasks but also different cues to judge their performance.…”

Section: Individual Differences In Metacognitive Judgmentsmentioning

confidence: 99%

Individual differences in local and global metacognitive judgments

Händel

Bruin

Dresel

2020

Metacognition Learning

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Extensive research has been conducted to understand how accurately students monitor their studying and performance via metacognitive judgments. Moreover, the bases of students' metacognitive judgments are of interest. While previous results are quite consistent regarding the importance of performance for the accuracy of metacognitive judgments, results regarding motivational and personality variables are rather heterogeneous. This paper reports on two studies that simultaneously examined the predictive power of several performance, motivational, and personality variables on metacognitive judgments. The studies investigated a set of judgments (local and global postdictions in Study 1 and global pre-and postdictions in Study 2) and accuracy scores (bias, sensitivity, and specificity) in two different settings. Individual differences in judgments and judgment accuracy were studied via hierarchical regression analyses. Study 1 with N = 245 undergraduate students identified performance and domain-specific self-concept as relevant predictors for judgments after test taking. This was consistently found for local and global judgments. Study 2 with N = 138 undergraduate students hence focused on domain-specific self-concept and extended results to predictions. Study 2 replicated results for global postdictions but not predictions. Specifically, before task processing, students' judgments relied mostly on domain-specific self-concept but not on test performance itself. The studies indicate that different judgments and measures of judgment accuracy are needed to obtain comprehensive insights into individual differences in metacognitive monitoring.

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Are there sex differences in confidence and metacognitive monitoring accuracy for everyday, academic, and psychometrically measured spatial ability?

Cited by 21 publications

References 74 publications

Perception of Learning Versus Performance as Outcome Measures of Educational Research

Perception of Learning Versus Performance as Outcome Measures of Educational Research

Can (perceived) mental-rotation performance mediate gender differences in math anxiety in adolescents and young adults?

Individual differences in local and global metacognitive judgments

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