Pretest retrospective judgments, rather than actual pretest scores, predict college students' engagement in preparatory metacognitive strategies¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Students' perceived pretest performance, not their actual pretest performance, significantly predicted engagement in preparatory metacognitive strategies. → HaeJin Lee · Nigel Bosch 2025
Evidence¶
HaeJin Lee · Nigel Bosch 2025¶
HaeJin Lee · Nigel Bosch. (2025). Calibration Discrepancy Predicts Students’ Subsequent Metacognitive Strategy Use in Computer-based Learning Environments. International Journal of Artificial Intelligence in Education. https://doi.org/10.1007/s40593-025-00514-5
q2 · i? · associational · r2
Regression analysis separating the components of calibration discrepancy in the 210-student study found "pretest retrospective judgments—rather than actual pretest scores—sig - nificantly predicted students’ engagement in these metacognitive strategies", contradicting the hypothesis that actual performance would drive strategy use.
"pretest retrospective judgments—rather than actual pretest scores—sig - nificantly predicted students’ engagement in these metacognitive strategies ( b = -9.841, p < .001)"
Discussion¶
Learner Variables¶
- Metacognition — predictor: learners who differ on it differ in outcomes
Related Claims¶
- College students who overestimate their pretest retrospective judgments engage less in preparatory metacognitive strategies before quizzes in computer-based learning environments — related
- Overconfidence in self-assessment is especially concerning in online learning environments where limited external feedback widens gaps between perceived and actual performance — related
- Metacognitive monitoring bias and precision modulate when students stop studying relative to their goals — related
- Math self-efficacy (first four SNS items) was the only variable significantly predicting monitoring judgments on all four health math problems — related
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