Learners' self-efficacy judgments during problem-solving shift from being informed by accuracy to being increasingly informed by fluency over time¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Prior performance accuracy predicted subsequent self-efficacy judgments, but this relationship diminished over a single problem-solving session as judgments became decreasingly informed by accuracy and increasingly informed by fluency. → du Boulay 2021

Evidence¶

du Boulay 2021¶

du Boulay, B. (2021). Jim Greer's and Mary Mark's Reviews of Evaluation Methods for Adaptive Systems: a Brief Comment about New Goals. International Journal of Artificial Intelligence in Education, 31, 622–635. https://doi.org/10.1007/s40593-020-00198-z

q2 · i? · theoretical · r2

The commentary quotes Bernacki et al. (2015), who explored how learners' self-efficacy judgments varied over a single problem-solving session. The quoted finding carries no effect size.

"Their prior performance (i.e., accuracy) predicted subsequent self-efficacy judgments, but this relationship diminished over time as judgments were decreasingly informed by accuracy and increasingly informed by fluency."

Discussion¶

Related Claims¶

• Fluent Illusions Mislead Self Assessment — related
• Prior Knowledge Needed For Accurate Self Assessment — related
• During inquiry-informed learning, students' interest, self-efficacy, and belonging were increasingly coordinated over time — related
• Judgments of learning add no new self-assessment information beyond performance estimates for single tasks — related