Self-scoring improves regulation accuracy for the whole sample, but not significantly for low- and high-performing students on division tasks¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2022 · checked against its sources 2026-10-19 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Regulation accuracy improved after self-scoring across the whole sample on both tasks, but for low- and high-performing subsets only on multiplication, not division. → Sophie Oudman 2021

Evidence¶

Sophie Oudman 2021¶

Sophie Oudman, Janneke van de Pol, Tamara van Gog. (2021). Effects of self-scoring their math problem solutions on primary school students' monitoring and regulation. Metacognition and Learning (2022) 17:213–239. https://doi.org/10.1007/s11409-021-09281-9

q3 · i? · causal · r1

Multilevel regression of self-scoring effects on absolute regulation accuracy. Across the whole sample, students made more accurate regulation judgments on both tasks after self-scoring; the improvement was smaller than for monitoring (e.g., multiplication whole sample B = −0.17).

"The regulation accuracy of the subset of low-performing students and high-performing students only increased significantly for multiplication, but not for the division task (Table 3)."

Discussion¶

Related Claims¶

• Before self-scoring, high-performing primary students make more accurate monitoring judgments of math problem performance than low-performing students (unskilled-and-unaware effect) — related
• Self-scoring improves primary students' monitoring accuracy on math problem-solving tasks to near-accurate levels — related
• Before self-scoring, the unskilled-and-unaware effect in regulation accuracy appears on multiplication but not on division tasks — related
• Students' monitoring judgments predict their regulation judgments before and after self-scoring — related
• Self-scoring improves primary school students' regulation judgment accuracy in mathematics — related