The illusion of knowing in metacognitive monitoring: Effects of the type of information and of personal, cognitive, metacognitive, and individual psychological characteristics

Avhustiuk, Maria; Pasichnyk, Ihor; Kalamazh, Ruslana

doi:10.5964/ejop.v14i2.1418

Cited by 22 publications

(29 citation statements)

References 64 publications

(112 reference statements)

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“…Thus, our findings are consistent with those illustrating a positive correlation between self-efficacy and academic achievement (Pintrich et al, 1993;Zeegers, 2004). However, they are inconsistent with those of Avhustiuk et al (2018), who found that students' general self-efficacy increased with the accuracy of self-assessment. In an earlier study (Al Kuhayli et al, 2019), involving a larger group of students with a teacher-centered educational past, we found no link between general self-efficacy and measures of self-assessment and performance.…”

Section: Discussionsupporting

confidence: 84%

“…Thus, the illusion of knowing phenomenon, which is a common judgment of overestimation of one’s knowledge, understanding, and/or competence is to be prevented at all costs ( Dunning, Heath, & Suls, 2004 ; Glenberg, Wikinson, & Epstein, 1982 ). Second, learners must be willing and able to use strategically information about their knowledge, understanding, and competence to modulate thought and action during learning and testing ( Avhustiuk, Pasichnyk, & Kalamazh, 2018 ).…”

mentioning

confidence: 99%

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The illusion of knowing in college: A field study of students with a teacher-centered educational past

et al. 2019

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In the present study, the tendency to overestimate performance (illusion of knowing) was examined in college students whose educational past experiences had emphasized verbatim learning. Female students enrolled in core curriculum classes were sampled. Classes taught by the same instructor were randomly assigned to a self-assessment practice condition, where students predicted their test and class performance and were asked to reflect on discrepancies between predictions and actual performance, or to a control condition. At the end of the semester, irrespective of condition, as performance declined on the final test, predictions of final test grades became more inflated, but less confident, indicating that students were aware of their own deficiencies. Overall, students in the practice condition displayed not only greater prediction accuracy, but also greater final test performance than students in the control condition. Practice, however, benefited the most self-assessment accuracy of students whose final test grades were just above the passing grade. Although the responses to self-assessment practice of students with a teacher-centered educational past were largely similar to the responses of students from Western countries reported in the extant literature, differences in impact and meaning could be inferred.

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Section: Discussionsupporting

confidence: 84%

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confidence: 99%

The illusion of knowing in college: A field study of students with a teacher-centered educational past

et al. 2019

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“…Our findings suggest that self-efficacy contributes substantially to students' inaccurate predictions of their exam grades as well as to their confidence in the predictions made. Avhustiuk et al [44], however, found that students' general self-efficacy increased with the accuracy of self-assessment, whereas Al Kuhayli et al [45] did not find any relationship. It has been suggested that hope and self-efficacy are overlapping constructs [46].…”

Section: Discussionmentioning

confidence: 91%

Students’ Self-Efficacy, Causal Attribution Habits and Test Grades

2020

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Why do students vary in their performance on exams? It may be that their test preparation is insufficient because they overestimate their anticipated grade. Our study investigates four issues related to performance on a final examination. First, we analyze whether students’ ability to accurately predict their grade and their subjective confidence in this prediction may account for their grade. Second, we ask whether students at different levels of performance vary in their ability to accurately predict their grade, and if so, whether subjective confidence also differs. Third, we ask whether the accuracy and confidence of learners’ predictions are conditioned by self-efficacy beliefs and causal attribution habits, which serve as indices of motivation for test preparation. Fourth, we ask whether different causal attribution preferences contribute to self-efficacy. We use statistical analysis of data from a general education course at a large public university in the United States. Our results indicate that poor performers’ overestimates are likely to be wishful thinking as they are expressed with low subjective confidence. Self-efficacy is a significant contributor to the inaccuracy of students’ predicted grades and subjective confidence in such predictions. Professors’ understanding of learners’ forecasting mechanisms informs strategies devoted to academic success.

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“…Interestingly, mixed evidence also exists from the Western world regarding whether general self-efficacy contributes to the accuracy of students' performance estimations and subjective confidence. Avhustiuk et al (2018) found that students' general self-efficacy increased with the accuracy of self-assessment, whereas Hamann et al (2020) reported that it contributed to inaccuracies of self-assessment and to the confidence with which students made estimates. In the Middle East, Al and Pilotti et al (2019) reported no relationship between general selfefficacy and estimation accuracy or confidence.…”

Section: Introductionmentioning

confidence: 97%

“…Of course, desirable performance begins well before the actual task is executed. It derives from the learners' ability to accurately estimate their performance on the upcoming task (metacognitive awareness) as well as their commitment to engage in corrective actions (metacognitive control) if the degree of discrepancy between desired and predicted performance is significant (Avhustiuk et al, 2018). Consider, for instance, students who are preparing for a test.…”

Section: Introductionmentioning

confidence: 99%

Causal Attribution Preferences and Prospective Self-Assessment: The Unknowns of the Middle Eastern Learner

Pilotti

Alaoui

Hamann

et al. 2020

IJRES

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In the present field experiment, we examined the effects of a self-assessment exercise conducted in the middle of the semester on metacognitive awareness (i.e., the accuracy of self-assessment and its subjective confidence) and final test performance of college students of Middle Eastern descent. Effects were measured in the classroom against a business-as-usual control condition. It was hypothesized that if the exercise focuses students’ attention on internal causes (e.g., effort) in response to specific task demands, metacognitive awareness, metacognitive control, and, ultimately, final test performance would be enhanced. In poor performers, the exercise indeed improved the accuracy of self-assessment (as measured by grade estimates) and final performance. There was no evidence of the illusion of knowing phenomenon (i.e., the unrealistic belief that one knows or is able to perform a given task) among poor-performing students as their confidence in estimates remained low. Furthermore, the exercise did not change students’ causal attribution preferences, thereby suggesting that other dynamics are responsible for the effects of the self-assessment exercise.

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The illusion of knowing in metacognitive monitoring: Effects of the type of information and of personal, cognitive, metacognitive, and individual psychological characteristics

Cited by 22 publications

References 64 publications

The illusion of knowing in college: A field study of students with a teacher-centered educational past

The illusion of knowing in college: A field study of students with a teacher-centered educational past

Students’ Self-Efficacy, Causal Attribution Habits and Test Grades

Causal Attribution Preferences and Prospective Self-Assessment: The Unknowns of the Middle Eastern Learner

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