For postdiction bias on factual questions, underestimation was prevalent for females, higher reading skill, and lower self-perceived topic knowledge and metacomprehension ability¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? For postdiction bias on factual questions, underestimation was prevalent for females, higher reading skill, lower self-perceived topic knowledge, and lower self-perceived metacomprehension ability, while males and participants with lower reading skill and higher self-perceptions hardly overestimated anymore. → Stefanie Golke 2022

Evidence¶

Stefanie Golke 2022¶

Stefanie Golke, Tim Steininger, & Jörg Wittwer. (2022). What Makes Learners Overestimate Their Text Comprehension? The Impact of Learner Characteristics on Judgment Bias. Educational Psychology Review. https://doi.org/10.1007/s10648-022-09687-0

q3 · i? · associational · r2

For the postdiction bias of factual questions, which slightly tended toward underestimation at group level, Figure 1 showed "underestimation was prevalent for females, higher reading skill, lower self-perceived topic knowledge, and lower self-perceived metacomprehension ability."

"underestimation was prevalent for females, higher reading skill, lower self-perceived topic knowledge, and lower self-perceived metacomprehension ability"

Discussion¶

Learner Variables¶

• Reading and Language — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Effects of gender and self-perceived metacomprehension ability on bias arose mainly from judgment magnitude, whereas WMC and topic knowledge also affected performance — related
• For prediction judgments on factual questions, males and learners with lower WMC and lower topic knowledge, but higher self-perceived topic knowledge and self-perceived metacomprehension ability, showed stronger overestimation — related
• For inference questions, lower reading skill, higher self-efficacy, and higher self-reported monitoring strategies were associated with stronger overestimation, with openness associated only for predictions — related
• Significant learner characteristics explained 17% and 14% of variance in prediction bias and 11% and 12% in postdiction bias, so characteristics were slightly more relevant for predictions — related