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Metacognitive Monitoring in Test-Taking Situations: A Cross-Cultural Comparison of College Students

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Title: Metacognitive Monitoring in Test-Taking Situations: A Cross-Cultural Comparison of College Students
Language: English
Authors: Coutinho, Mariana V. C., Papanastasiou, Elena, Agni, Stylianou, Vasko, John M., Couchman, Justin J.
Source: International Journal of Instruction. Jan 2020 13(1):407-424.
Availability: International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Peer Reviewed: Y
Page Count: 18
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Metacognition, Foreign Countries, Cultural Differences, Accuracy, Testing, Undergraduate Students, Prediction, Psychology, Introductory Courses, Scores, Difficulty Level, Confidence Testing
Geographic Terms: United Arab Emirates, Cyprus
ISSN: 1694-609X
Abstract: In this study, we examined monitoring accuracy during in class-exams for Emirati, American and Cypriot college students. In experiment 1, 120 students made local, confidence-ratings for each multiple-choice question in a psychology exam and also estimated their performance at the end of the exam. In experiment 2, to investigate the effect of practice in monitoring accuracy, 69 students made confidence judgments in two consecutive exams. In Experiment 3, to evaluate whether rating one's confidence aids exam performance, 172 students completed the exam either with or without providing confidence judgments. In all three cultures, confidence judgments were accurate indicators of performance, but there were significant cross-cultural differences that probably arose from regional educational practices. Additionally, global judgments were subjected to bias. Whereas American students overestimated their performance, Emiratis underestimated it. Practice alone with confidence judgments did little to improve monitoring accuracy. But there was a significant benefit for students who rated their confidence compared to those that did not. The results are discussed in light of the literature on metacognitive accuracy.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1239301
Database: ERIC
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  Data: International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
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  Data: In this study, we examined monitoring accuracy during in class-exams for Emirati, American and Cypriot college students. In experiment 1, 120 students made local, confidence-ratings for each multiple-choice question in a psychology exam and also estimated their performance at the end of the exam. In experiment 2, to investigate the effect of practice in monitoring accuracy, 69 students made confidence judgments in two consecutive exams. In Experiment 3, to evaluate whether rating one's confidence aids exam performance, 172 students completed the exam either with or without providing confidence judgments. In all three cultures, confidence judgments were accurate indicators of performance, but there were significant cross-cultural differences that probably arose from regional educational practices. Additionally, global judgments were subjected to bias. Whereas American students overestimated their performance, Emiratis underestimated it. Practice alone with confidence judgments did little to improve monitoring accuracy. But there was a significant benefit for students who rated their confidence compared to those that did not. The results are discussed in light of the literature on metacognitive accuracy.
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    Languages:
      – Text: English
    PhysicalDescription:
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        PageCount: 18
        StartPage: 407
    Subjects:
      – SubjectFull: Metacognition
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Cultural Differences
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      – SubjectFull: Accuracy
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      – SubjectFull: Testing
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