Haben Schüler mit optimistischen Selbsteinschätzungen die Nase vorn?

Praetorius, Anna‐Katharina; Kastens, Claudia; Hartig, Johannes; Lipowsky, Frank

doi:10.1026/0049-8637/a000140

Cited by 16 publications

(14 citation statements)

References 46 publications

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“…Interestingly, higher self-concept led to too high judgments. Still, we do not know whether the reported self-concepts were realistic or rather optimistic (Praetorius et al 2016). Overoptimistic self-concepts or self-enhancement tendencies might be responsible for the effect of self-concept on overconfidence (Alicke and Sedikides 2009;Guay et al 2010;Jiang and Kleitman 2015;Krueger 2016;Marsh and Craven 2006;Marsh and Martin 2011).…”

Section: Discussionmentioning

confidence: 89%

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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Section: Discussionmentioning

confidence: 89%

Individual differences in local and global metacognitive judgments

Händel

Bruin

Dresel

2020

Metacognition Learning

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“…According to Herppich et al ( 2018 ), differences in the judgment accuracy of teachers can be explained by qualitatively different ways in which they carry out the assessment process (e.g., in the way they notice and process information, form hypotheses, or collect information). Differences in learner characteristics can affect all these processes, leading, for example, those in the motivated profile to carry out relevant learning activities in the assessment process in a somewhat more superficial way (Praetorius et al, 2016 ). The lack of knowledge and motivation of those in the potentially struggling profile should also become evident during the assessment process (Stürmer et al, 2015 ).…”

Section: Discussionmentioning

confidence: 99%

“…Self-regulation skills have been shown to be highly relevant for learning in many educational contexts and are also expected to play an important role in pre-service teachers’ acquisition of complex skills (Dent & Koenka, 2016 ; Kara et al, 2021 ). Self-efficacy has also repeatedly been shown to be an important capacity for learning in general (Dupeyrat et al, 2011 ; Praetorius et al, 2016 ). Some studies have also highlighted its relevance to teaching (Tschannen-Moran et al, 1998 ); however, other studies, such as Klug et al’s ( 2016 ) study, have shown no relevant relationship between self-efficacy and teachers’ assessment skills.…”

Section: Introductionmentioning

confidence: 99%

Video-based simulations in teacher education: the role of learner characteristics as capacities for positive learning experiences and high performance

Nickl

Huber

Sommerhoff

et al. 2022

Int J Educ Technol High Educ

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Assessing students on-the-fly is an important but challenging task for teachers. In initial teacher education, a call has been made to better prepare pre-service teachers for this complex task. Advances in technology allow this training to be done through authentic learning environments, such as video-based simulations. To understand the learning process in such simulations, it is necessary to determine how cognitive and motivational learner characteristics influence situative learning experiences, such as the perception of authenticity, cognitive load, and situational motivation, during the simulation and how they affect aspects of performance. In the present study, N = 150 pre-service teachers from German universities voluntarily participated in a validated online video-based simulation targeting on-the-fly student assessments. We identified three profiles of learner characteristics: one with above average knowledge, one with above average motivational-affective traits, and one with below average knowledge and motivational-affective traits. These profiles do not differ in the perception of the authenticity of the simulation. Furthermore, the results indicate that the profiled learners navigate differently through the simulation. The knowledgeable learners tended to outperform learners of the other two profiles by using more learning time for the assessment process, also resulting in higher judgment accuracy. The study highlights how learner characteristics and processes interact, which helps to better understand individual learning processes in simulations. Thus, the findings may be used as a basis for future simulation research with a focus on adaptive and individual support.

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“…Folglich kann starke Messinvarianz angenommen werden (Meade, Johnson, & Braddy, 2008;Widaman & Thompson, 2003). (Helmke & van Aken, 1995;Praetorius, et al, 2016;Skaalvika & Valås, 1999) (Harter, 1999). Gerade der zunehmende Zusammenhang zwischen Selbstkonzept und Leistung in der Grundschule wird als ein Indiz dafür betrachtet, dass sich das Selbstkonzept langsam den tatsächlichen Leistungen anpasst.…”

Section: Statistische Analysenunclassified

Der wechselseitige Einfluss von Selbstkonzept und Leistung bei Grundschulkindern im Lichte verschiedener längsschnittlicher Analysemethoden

Ehm¹,

Hasselhorn²,

Schmiedek³

2020

Preprint

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The association between academic self-concept and achievement is assumed to be reciprocal. Although a large amount of research has been interpreted as demonstrating a bidirectional association, these results are typically based on variants of the classical cross-lagged panel model and often include only one achievement indicator in the models. Results with more recently developed methodological approaches, for example, the random-intercept cross-lagged panel model, are hardly found so far. The present study aimed to test the association between math self-concept and math achievement with different models to evaluate whether positive cross effects can be demonstrated with the alternatives models. Drawing on a sample of 1952 elementary students from Grade 1 to Grade 3, results of structural equation modeling yielded noticeable differences. While effects of achievement on self-concept can been demonstrated in all models, the evidence for the reverse effects is rather weak. The results are discussed with regard to the theoretical assumptions and appropriate methodological approaches.

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Haben Schüler mit optimistischen Selbsteinschätzungen die Nase vorn?

Cited by 16 publications

References 46 publications

Individual differences in local and global metacognitive judgments

Individual differences in local and global metacognitive judgments

Video-based simulations in teacher education: the role of learner characteristics as capacities for positive learning experiences and high performance

Der wechselseitige Einfluss von Selbstkonzept und Leistung bei Grundschulkindern im Lichte verschiedener längsschnittlicher Analysemethoden

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