Students feel quite confident about their monitoring and regulation judgments even before self-scoring¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2024 · checked against its sources 2026-10-23 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Before self-scoring, students reported high confidence in their monitoring judgments (means between 4 and 5 out of 6) and regulation judgments (means around 5), and even more confidence after self-scoring (means between 5 and 6). → Oudman 2024

Evidence¶

Oudman 2024¶

Oudman, S., van de Pol, J., Janssen, E., & van Gog, T. (2024). Primary school students' awareness of their monitoring and regulation judgment accuracy. Learning and Instruction, 92, 101907. https://doi.org/10.1016/j.learninstruc.2024.101907

q3 · i? · causal · r1

Descriptive statistics from Table 1, from 564 primary school students in 34 classes, of whom 495 were analysed on the multiplication task and 359 on the division task (290 on both): second-order confidence in monitoring judgments (SOJ-m) averaged 4.51 (multiplication) and 4.56 (division), and in regulation judgments (SOJ-r) 4.91 and 5.06, before self-scoring on a 6-point scale; SOJ-r rose to 5.29 and 5.30 after self-scoring. The study did not measure whether this confidence changed students' later self-regulated learning behaviour.

"Before self-scoring, the students felt, on average, already quite confident about their monitoring judgments (means between 4 and 5 out of 6) and about their regulation judgments (means around 5). After self-scoring, students felt, on average, even more confident about their regulation judgments (means between 5 and 6; Table 1)."

Discussion¶

Related Claims¶

• Primary school students show no awareness of their monitoring judgment accuracy before self-scoring in mathematics problem solving — related
• Self-scoring improved regulation accuracy awareness only for students whose regulation judgment accuracy increased or stayed maximally accurate — related
• Self-scoring improves primary students' monitoring accuracy on math problem-solving tasks to near-accurate levels — related
• Metacognitive confidence judgments and control predict English vocabulary performance from the beginning to the end of the school year in primary school children — related
• Prior Knowledge Needed For Accurate Self Assessment — related
• The literature is mixed on age differences in the accuracy of retrospective confidence judgments during recognition memory tests, with older adults sometimes producing more high-confidence false alarms and poorer resolution with deceptive lures — related
• Task performance does not affect primary school students' regulation accuracy awareness — related