? frequently used indicator to reflect student performance is that of a test score. However, although tests are designed to assess students' knowledge or skills, other factors can also affect test results such as test-taking strategies. Therefore, the purpose of this study was to model the interrelationships among test-taking strategy instruction…

Much of the learning that college students engage in today occurs in unsupervised settings, making effective self-regulated learning techniques of particular importance. We examined the impact of task difficulty and supervision on whether participants would follow written instructions to use repeated testing over restudying. In Study 1, we found…

Despite evidence that self-regulated learning ability is a strong predictor of academic achievement, effective learning and study strategies remain largely underutilized by students in higher education. In a time of extreme nursing shortage when prelicensure programs are operating at capacity, implications for course failure reach far beyond the…

Two-tiered assessment structures with paired content and confidence items are frequently used within chemistry assessments to stimulate and measure students' metacognition. The confidence judgment is designed to promote students' reflection on their application of content knowledge and can be characterized as calibrated or miscalibrated based on…

In second language listening assessment and pedagogy, practitioners hold different views on whether to repeat a listening text in contexts where inferences about listening ability are to be drawn from task performance. To address this issue, we investigated the effects of repeating the listening text (double play) on listener performance,…

This paper introduces a new integrated post-exam assessment model known as the exam autopsy. Grounded in metacognitive principles of reflective practice, students are provided with three sources of evaluative insight (from self, instructor, and peer) as they seek to analyze the root cause of their exam performance and formulate an action plan for…

Much prior research has linked trait self-control and trait mindfulness with improved performance on overall academic metrics such as GPA. The present research expands on this literature by linking self-control, mindfulness, and closely related personality constructs to differences in the way students manage their time while taking exams. Students…

Students often gauge their performance before and after an exam, usually in the form of rough grade estimates or general feelings. Are these estimates accurate? Should they form the basis for decisions about study time, test-taking strategies, revisions, subject mastery, or even general competence? In two studies, undergraduates took a real…

Listening is an essential skill for English as a Foreign Language learners studying in English-speaking universities to succeed in various fields of study. To comprehend subject material and improve listening effectiveness, learners are generally advised to develop strategies which help them process the target language in specific contexts.…

The authors measured the influence of overt calibration practice, achievement level, and explanatory style on calibration accuracy and exam performance. Students (N = 356) were randomly assigned to either an overt practice or no-practice condition. Students in the overt practice condition made predictions and postdictions about their performance…