The impact of an online tool for monitoring and regulating learning at university: overconfidence, learning strategy, and personality

Metacognition and Learning

Volumn 12, Issue 1, 2017, Pages 21-43

  de Bruin, Anique B H ^a   Kok, Ellen M ^a   Lobbestael, Jill ^a   de Grip, Andries ^a  

^a MAASTRICHT UNIVERSITY   (Netherlands)

Author keywords

Absolute accuracy; Monitoring; Online tool; Overconfidence; Regulation of learning

Indexed keywords

EID: 85014936965     PISSN: 15561623     EISSN: 15561631     Source Type: Journal    
DOI: 10.1007/s11409-016-9159-5     Document Type: Article

References (51)

1. Ackerman, R., Parush, A., Nassar, F., & Shtub, A. (2016). Metacognition and system usability: incorporating metacognitive research paradigm into usability testing. Computers in Human Behavior, 54, 101–113.
2. Bol, L., Hacker, D., O’Shea, P., & Allen, D. (2005). The influence of overt practice, achievement level, and explanatory style on calibration accuracy and performance. Journal of Experimental Education, 73, 269–290.
3. Buratti, S., Allwood, C. M., & Kleitman, S. (2013). First- and second-order metacognitive judgments of semantic memory reports: the influence of personality traits and cognitive styles. Metacognition and Learning, 8(1), 79–102.
4. Campbell, W. K., Rudich, E., & Sedikides, C. (2002). Narcissism, self- esteem, and the positivity of self-views: two portraits of self-love. Personality and Social Psychology Bulletin, 28, 358–368.
5. Campbell, W. K., Goodie, A. S., & Foster, J. D. (2004). Narcissism, confidence, and risk attitude. Journal of Behavioral Decision Making, 17(4), 297–311.
6. Carlson, E. N., Vazire, S., & Oltmanns, T. F. (2011). You probably think this paper’s about you: narcissists’ perceptions of their personality and reputation. Journal of Personality and Social Psychology, 101, 185–201.
7. Carver, C. S., Scheier, M. F., & Segerstrom, S. C. (2010). Optimism. Clinical Psychology Review, 30, 879–889.
8. Dahl, M., Allwood, C. M., Rennemark, M., & Hagberg, B. (2010). The relation between personality and the realism in confidence judgements in older adults. European Journal of Ageing, 7(4), 283–291.
9. Dunlosky, J., Rawson, K. A., & Middleton, E. (2005). What constrains the accuracy of metacomprehension judgments? Testing the transfer-appropriate-monitoring and accessibility hypotheses. Journal of Memory and Language, 52, 551–565.
10. Dunlosky, J., Hartwig, M., Rawson, K. A., & Lipko, A. R. (2011). Improving college students’ evaluation of text learning using idea-unit standards. Quarterly Journal of Experimental Psychology, 64, 467e484. doi:10.1080/17470218.2010.502239.
11. Dunning, D., Johnson, K., Ehrlinger, J., & Kruger, J. (2003). Why people fail to recognize their own incompetence. Current Directions in Psychological Science, 12, 83–87.
12. Dunning, D., Heath, C., & Suls, J. M. (2004). Flawed self-assessment: implications for health, education, and the workplace. Psychological Science in the Public Interest, 5(3), 69–106. doi:10.1111/j.1529-1006.2004.00018.x.
13. Gigerenzer, G., Hoffrage, U., & Kleinbolting, H. (1991). Probabilistic mental models: a Brunswikian theory of confidence. Psychological Review, 98, 506–528.
14. Hacker, D. J., Bol, L., Horgan, D. D., & Rakow, E. A. (2000). Test prediction and performance in a classroom context. Journal of Educational Psychology, 92(1), 160–170. doi:10.1037/0022-0663.92.1.160.
15. Händel, M., & Fritzsche, E. S. (2015). Students’ confidence in their performance judgements: a comparison of different response scales. Educational Psychology, 35, 377–395.
16. Hartwig, M., & Dunlosky, J. (2014). The contribution of judgment scale to the unskilled-and-unaware phenomenon: how evaluating others can exaggerate over- (and under-) confidence. Memory & Cognition, 42, 164–173.
17. Hendin, H. M., & Cheek, J. M. (1997). Assessing hypersensitive narcissism: a reexamination of Murray’s Narcissism Scale. Journal of Research in Personality, 31(4), 588–599. doi:10.1006/jrpe.1997.2204.
18. Karpicke, J. D., & Roediger, H. L., III. (2007). Repeated retrieval during learning is the key to long-term retention. Journal of Memory and Language, 57, 151–162.
19. Kelemen, W. L., Winningham, R. G., & Weaver, C. A. (2007). Repeated testing sessions and scholastic aptitude in college students’ metacognitive accuracy. European Journal of Cognitive Psychology, 19(4–5), 689–717.
20. Kleitman, S., & Costa, D. S. J. (2014). The role of a novel formative assessment tool (Stats-mIQ) and individual differences in real-life academic performance. Learning and Individual Differences, 29, 150–161.
21. Koriat, A. (1997). Monitoring one’s knowledge during study: a cue-utilization approach to judgments of learning. Journal of Experimental Psychology: General, 126, 349–370.
22. Koriat, A., Nussinson, R., Bless, H., & Shaked, N. (2008). Information-based and experience-based metacognitive judgments: Evidence from subjective confidence. In J. Dunlosky & R. A. Bjork (Eds.), Handbook of memory and metamemory (pp. 117–135). New York: Psychology Press.
23. Krueger, J., & Mueller, R. A. (2002). Unskilled, unaware, or both? The better-than-average heuristic and statistical regression predict errors in estimates of own performance. Journal of Personality and Social Psychology, 82(2), 180–188.
24. Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: how difficulties in recognizing one’s own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology, 77(6), 1121–1134.
25. Leppink, J. (2015). Data analysis in medical education research: a multilevel perspective. Perspectives on Medical Education, 4, 14–24.
26. Lichtenstein, S., Fischhoff, B., & Phillips, L. D. (1982). Calibration of subjective probabilities: The state of the art up to 1980. In D. Kahneman, P. Slovjc, & A. Tversky (Eds.), Judgment under uncertainty: Heuristics and biases (pp. 306–334). New York: Cambridge University Press.
27. Lipko, A. R., Dunlosky, J., Hartwig, M. K., Rawson, K. A., Swan, K., & Cook, D. (2009). Using standards to improve middle-school students’ accuracy at evaluating the quality of their recall. Journal of Experimental Psychology: Applied, 15, 307–318. doi:10.1037/a0017599.
28. Merkle, E. C. (2009). The disutility of the hard-easy effect in choice confidence. Psychonomic Bulletin & Review, 16, 204–213.
29. Miesner, M. T., & Maki, R. H. (2007). The role of test anxiety in absolute and relative metacomprehension accuracy. European Journal of Cognitive Psychology, 19, 650–670.
30. Miller, T. M., & Geraci, L. (2011a). Training metacognition in the classroom: the influence of incentives and feedback on exam predictions. Metacognition and Learning, 6, 303–314.
31. Miller, T. M., & Geraci, L. (2011b). Unskilled but aware: reinterpreting overconfidence in low-performing students. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37(2), 502–506. doi:10.1037/a0021802.
32. Montori, V. M., & Guyatt, G. H. (2001). Intention-to-treat principle. Canadian Medical Association Journal, 165(10), 1339–1341.
33. Nelson, T. O., & Narens, L. (1990). Metamemory: a theoretical framework and new findings. Psychology of Learning and Motivation, 26, 125–173.
34. Nietfeld, J. L., Cao, L., & Osborne, J. W. (2006). The effect of distributed monitoring exercises and feedback on performance, monitoring accuracy, and self-efficacy. Metacognition and Learning, 1, 159–179.
35. Nisbett, R. E., & Wilson, T. D. (1977). Telling more than we can know: verbal reports on mental processes. Psychological Review, 84, 231–259.
36. Pallier, G., Wilkinson, R., Danthiir, V., Kleintman, S., Knezevic, G., Stankov, L., & Roberts, R. D. (2002). The role of individual differences in the accuracy of confidence judgments. The Journal of General Psychology, 129(3), 257–299.
37. Peugh, J. L. (2010). A practical guide to multilevel modeling. Journal of School Psychology, 48(1), 85–112.
38. Pierce, B. H., & Smith, S. M. (2001). The postdiction superiority effect in metacomprehension of text. Memory & Cognition, 29, 62–67.
39. Pintrich, P. R., Wolters, C. A., & Baxter, G. P. (2000). Assessing metacognition and self- regulated learning. In G. Schraw & J. C. Impara (Eds.), Issues in the measurement of metacognition (pp. 43–97). Lincoln: Buros Institute of Mental Measurements.
40. Pressley, M., & Ghatala, E. S. (1990). Self-regulated learning: monitoring learning from text. Educational Psychologist, 25, 19–33.
41. Price, P. C. (1998). Effects of relative-frequency elicitation question on likelihood judgment accuracy: the case of external correspondence. Organizational Behavior and Human Decision Processes, 76, 277–297.
42. Raskin, R., & Terry, H. (1988). A principal-components analysis of the Narcissistic Personality Inventory and further evidence of its construct validity. Journal of Personality and Social Psychology, 54(5), 890–902. doi:10.1037/0022-3514.54.5.890.
43. Rawson, K., & Dunlosky, J. (2007). Improving students’ self-evaluation of learning for key concepts in textbook materials. European Journal of Cognitive Psychology, 19, 559–579. doi:10.1080/09541440701326022.
44. Roediger, H. L., III, & Karpicke, J. D. (2006). Test-enhanced learning. Psychological Science, 17, 249–256.
45. Schaefer, P. S., Williams, C. C., Goodie, A. S., & Campbell, W. K. (2004). Overconfidence and the Big Five. Journal of Research in Personality, 38(5), 473–480. doi:10.1016/j.jrp.2003.09.010.
46. Scheier, M. F., Carver, C. S., & Bridges, M. W. (1994). Distinguishing optimism from neuroticism (and trait anxiety, self-mastery, and self-esteem): a reevaluation of the Life Orientation Test. Journal of Personality and Social Psychology, 67(6), 1063–1078. doi:10.1037/0022-3514.67.6.1063.
47. Shepperd, J. A., Klein, W. M. P., Waters, E. A., & Weinstein, N. D. (2013). Taking stock of unrealistic optimism. Perspectives on Psychological Science, 8(4), 395–411. doi:10.1177/1745691613485247.
48. Thiede, K. W., Anderson, M. C. M., & Therriault, D. (2003). Accuracy of metacognitive monitoring affects learning of texts. Journal of Educational Psychology, 95, 66e73. doi:10.1037/0022-0663.95.1.66.
49. Veenman, M. V. J., & Spaans, M. A. (2005). Relation between intellectual and metacognitive skills: age and task differences. Learning and Individual Differences, 15, 159–176.
50. Wink, P. (1991). 2 faces of narcissism. Journal of Personality and Social Psychology, 61(4), 590–597. doi:10.1037//0022-3514.61.4.590.
51. Zimmerman, B. J. (2000). Self-efficacy: an essential motive to learn. Contemporary Educational Psychology, 25, 82–91.