The Effect of Generalized Metacognitive Knowledge on Test Performance and Confidence Judgments.

Schraw, Gregory

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Peer reviewed

ERIC Number: EJ548379

Record Type: Journal

Publication Date: 1997

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-0973

EISSN: N/A

The Effect of Generalized Metacognitive Knowledge on Test Performance and Confidence Judgments.

Schraw, Gregory

Journal of Experimental Education, v65 n2 p135-46 Win 1997

The basis of students' confidence in their answers to test items was studied with 95 undergraduates. Results support the domain-general hypothesis that predicts that confidence judgments will be related to performance on a particular test and also to confidence judgments and performance on unrelated tests. (SLD)

Descriptors: Higher Education, Metacognition, Performance Factors, Scores, Student Attitudes, Test Content, Test Format, Test Items, Test Results, Undergraduate Students

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A