The Influence of Overt Practice, Achievement Level, and Explanatory Style on Calibration Accuracy and Performance

Bol, Linda; Hacker, Douglas J.; O’Shea, Patrick; Allen, Dwight W.

doi:10.3200/jexe.73.4.269-290

Cited by 167 publications

(202 citation statements)

References 29 publications

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“…Higher-performing undergraduate and graduate students in North America have generally been found to be more accurate but slightly under-confident in their predictions and retrospective evaluations of their performance, while lowerperforming students were much less accurate and largely over-confident (e.g. Ackerman & Wolman, 2007;Bol et al, 2005). exploring mathematics and physics choices in non-compulsory education (Reiss et al, 2011).…”

Section: The Accuracy Of Self-beliefsmentioning

confidence: 99%

“…While some attempts to improve calibration or promote metacognition have proven unsuccessful (e.g. Bol et al, 2005), others have produced benefits. For example, providing metacognitive instruction to lower-secondary students gave benefits to mathematics problem solving (Kramarski et al, 2002); secondary students who practiced calibration also had increased accuracy and attainment in biology (Bol et al, 2012).…”

Section: Wider Implicationsmentioning

confidence: 99%

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Students' intentions to study non‐compulsory mathematics: the importance of how good you think you are

Sheldrake

Mujtaba

Reiß

2014

British Educational Res J

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Increasing the number of students who study mathematics once it is no longer compulsory remains a priority for England. A longitudinal cohort from England (1085 students) was surveyed at Years 10 and 12. Students' self-beliefs of ability influenced their GCSE mathematics grades and their intended and actual mathematics subject-choices; the degree of under-confidence or over-confidence related to these self-beliefs was also influential. Additional factors that significantly influenced students' intentions at Year 10 to study mathematics in Year 12 were the advice or pressure to do so, the extrinsic motivation associated with mathematics, their gender and the emotional response associated with doing mathematics. These same factors were also significant influences on students' intentions at Year 12 to study mathematics at university, with the addition of their intrinsic motivation associated with mathematics. Although gender was not a significant influence on GCSE mathematics grades or whether students actually studied A-Level mathematics, boys were associated with higher intentions to study mathematics into Year 12, 13 and university. Additionally, girls were generally more under-confident than boys in their self-beliefs. Introduction Self-beliefs and subject-choicesIncreasing the numbers of mathematics students and graduates remains a priority for England; mathematics helps solve problems throughout the physical sciences, computer sciences, engineering, medicine and many other areas, and more students and graduates are hoped by policy-makers and stake-holders to ultimately benefit the wider economy (The Royal Society, 2011). Mathematics A-Level entries have only recently recovered following a decline owing to the introduction of Curriculum 2000 (Department for Education, 2011), and it remains important to explore why students decide to study A-Level mathematics or not, especially as fewer students in England study non-compulsory mathematics compared with many other countries (Hodgen et al., 2013).Students' attainment in GCSE mathematics has a major effect on whether they continue with the subject once it becomes non-compulsory. A continued onto A-Level mathematics, but only 15% of students with grade B and 1% with grade C did so (Department for Education, 2012). Other subjects such as the sciences, history and languages, are less critically dependent on GCSE grades for progression to A-Level. Additionally, students' self-beliefs of their own attainment, ability, or success, such as their academic subject-specific self-concept beliefs, are fundamental to both attainment (e.g. Huang, 2011) and subject-choices (e.g. Blenkinsop et al., 2006). A systematic literature review (Tripney et al., 2010) has highlighted that these self-beliefs, together with the perceived usefulness of subjects, enjoyment, and the complementary nature of some subjects, are commonly reported reasons for A-Level choices. Mathematics subject-choices in England have also been influenced by the perceived difficulty of A-Level study and (low) confi...

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Section: The Accuracy Of Self-beliefsmentioning

confidence: 99%

Section: Wider Implicationsmentioning

confidence: 99%

Students' intentions to study non‐compulsory mathematics: the importance of how good you think you are

Sheldrake

Mujtaba

Reiß

2014

British Educational Res J

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“…Some studies have shown evidence consistent with a positive relationship (Bol & Hacker, 2001;Bol, Hacker, O'Shea, & Dwight, 2005;Garner, 1987;Glover, 1989;Hacker, Bol, Horgan, & Rakow, 2000;Maki & Berry, 1984;Maki, Shields, Wheeler, & Zacchilli, 2005;Schneider, 1985), but others have failed to show any relationship (Glenberg & Epstein, 1985;Maki, Jonas, & Kallod, 1994;Maki & Swett, 1987;Pressley, Snyder, Levin, Murray, & Ghatala, 1987). Unfortunately, this body of studies contains such enormous variability in the factors that could moderate ability effects or the capacity to observe them (e.g., text characteristics, test characteristics, or the way reading ability is measured) that they provide little insight into whether, when, or why reading ability might affect monitoring accuracy.…”

mentioning

confidence: 99%

Individual differences, rereading, and self-explanation: Concurrent processing and cue validity as constraints on metacomprehension accuracy

2008

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“…The researchers predicted that (a) postdictions should be more accurate than predictions (this hy-pothesis was confirmed), and that (b) postdictions should improve over time. However, their data showed that low performing students did not improve in either predictions or postdictions over time, whereas high performers improved in both, especially postdiction accuracy (also see Bol, Hacker, O'Shea, & Allen, 2005). …”

Section: Postdiction Accuracy and Confidence Judgments Over Time In Tmentioning

confidence: 99%

Differences Between Functional and Subjective Overconfidence in Postdiction Judgments of Test Performance

Shake

Shulley

2017

EJREP

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The Influence of Overt Practice, Achievement Level, and Explanatory Style on Calibration Accuracy and Performance

Cited by 167 publications

References 29 publications

Students' intentions to study non‐compulsory mathematics: the importance of how good you think you are

Students' intentions to study non‐compulsory mathematics: the importance of how good you think you are

Individual differences, rereading, and self-explanation: Concurrent processing and cue validity as constraints on metacomprehension accuracy

Differences Between Functional and Subjective Overconfidence in Postdiction Judgments of Test Performance

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