This study examined the dimensionality of 10 different calibration measures using confirmatory factor analysis (CFA). The 10 measures were representative of five interpretative families of measures used to assess monitoring accuracy based on a 2 (performance) x 2 (monitoring judgment) contingency table. We computed scores for each of the measures…

This study examined the effect of strategy instruction and incentives on performance, confidence, and calibration accuracy. Individuals (N = 107) in randomly assigned treatment groups received a multicomponent strategy instruction intervention, financial incentives for high performance, or both. The authors predicted that incentives would improve…

The illusion of understanding hypothesis asserts that, when people are learning with multimedia presentations, the addition of animation can affect metacognitive monitoring such that they perceive the presentation to be easier to understand and develop more optimistic metacomprehension. As a result, learners invest less cognitive effort when…

We compared 5 different statistics (i.e., G index, gamma, "d'", sensitivity, specificity) used in the social sciences and medical diagnosis literatures to assess calibration accuracy in order to examine the relationship among them and to explore whether one statistic provided a best fitting general measure of accuracy. College…

This paper describes five indices of metacognitive monitoring referred to as absolute accuracy, relative accuracy, bias, scatter, and discrimination. I provide definitions, formulae, and a discussion of the underlying construct that each of the five types of scores measures. I discuss the type of information provided by each measure and compare…

Two experiments involving 269 college students investigated whether monitoring is better characterized as a domain-specific or a domain-general activity. Findings lend qualified support to the domain-general hypothesis, which states that monitoring within a specific domain is governed by general metacognitive processes in addition to…

Studied whether the goal orientations of college students affect achievement, strategy use, and metacognition with 448 undergraduates. Results supported the view that a strong learning orientation facilitates the development of cognitive skills for academic achievement independent of one's performance orientation. (SLD)

The purpose of this article is to review recent research on self-regulated learning and discuss the implications of this research for science education. We draw on examples of self-regulated learning from the science education literature to summarise and illustrate effective instructional methods and the development of metacognitive understanding…

Whether knowledge of cognition affects regulation of cognition was studied with 115 college students assigned to differing levels of self-monitoring ability. Results suggest that most college students possess metacognitive knowledge about their learning, although many do not use this to improve their regulation of test performance. (SLD)

Researchers studying monitoring accuracy currently use two different indexes to estimate accuracy: relative accuracy and absolute accuracy. The authors compared the distributional properties of two measures of monitoring accuracy using Monte Carlo procedures that fit within these categories. They manipulated the accuracy of judgments (i.e., chance…

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)

Describes two aspects of metacognition, knowledge of cognition and regulation of cognition, and how they relate to domain-specific knowledge and cognitive abilities. It is argued that metacognitive knowledge is multidimensional, domain-general in nature, and teachable. Four instructional strategies are described for promoting the construction and…

A 52-item inventory was constructed to measure the metacognitive awareness of adults. Items were classified into eight subcomponents under categories of knowledge and regulation of cognition. Two experiments with 307 undergraduates support a 2-factor structure. Implications for assessment are discussed. (SLD)