Metacognitive knowledge monitoring under assessment of educational achievements

We present an empirical study, which tested the hypothesis about the impact of the situation of educational achievements assessment on metacognitive monitoring of students’ subject knowledge test performance. On a sample of 47 people (21 girls, 26 boys, mean age 15.5 years) we revealed that the characteristics of metacognitive monitoring (self-decision and the accuracy of metacognitive judgments) differ in a situation of educational achievements assessment and in its absence. We found that students with high and low achievement motivation show different metacognitive monitoring of the situation in the presence or absence of the estimation of educational achievements (p < 0,05). In conclusion, we discuss the use of the data and findings in the general psychological and psycho-pedagogical studies of metacognition, and in teaching practice.

1. Savin E.Yu., Fomin A.E. Kognitivnye i lichnostnye faktory uverennosti v znanii konkretnoi predmetnoi oblasti [Empirical research of sourses of confidence of knowledge at students of high school]. Izvestiya Tul'skogo gosudarstvennogo universiteta. Gumanitarnye nauki [Proceedings of the Tula State University], 2011, no. 3, pp. 396-403.
2. Savin E.Yu. Fomin A.E. Kognitivnaya psikhologiya obrazovaniya: auditoriya kak laboratoriya [Cognitive psychology of education: the auditory as a laboratory]. Psikhologiya v vuze [Psychology at the university], 2013, no. 3, pp. 67-83.
3. Fetiskin N.P., Kozlov V.V., Manuilov G.M. Sotsial'no-psikhologicheskaya diagnostika razvitiya lichnosti i malykh grupp [Socio-psychological diagnostics of personality development and small groups]. Moscow: Publ. instituta psikhoterapii, 2002. 490 р.
4. Fomin A.E., Dobrzhanskaya E.A. Vliyanie kolichestva pravil'nykh otvetov v punkte testa znanii na metakognitivnyi monitoring resheniya testovykh zadanii [How does the quantity of the right answers influence the metacognitive monitoring of the performance in test tasks?]. Eksperimental'naya psikhologiya [Experimental psychology], 2014, no. 1, pp. 82–91.
5. Shvartser R., Erusalem M., Romek V.G. Russkaya versiya obshchei shkaly samoeffektivnosti R. Shvartsera i M. Erusalema [Russian version of the general self-efficacy scale R. Schwarzer and M. Erusalem]. Inostrannaya psikhologiya [Foreign psychology], 1996, no. 7, pp. 71-76.
6. Bol L., Hacker D. J. A comparison of the effects of practice tests and traditional review on performance and calibration. The Journal of experimental education, 2001. Vol. 69, no. 2, pp. 133-151.
7. Carroll M. Metacognition in the classroom. Handbook of metamemory and memory. J. Dunlosky, R.A. Bjork ed. New York: Psychology Press, 2008. pp. 411-427.
8. Hacker D.J., Bol L., Keener M.C. Metacognition in education: A focus on calibration. In Dunlosky J. (eds.) Handbook of metamemory and memory. New York: Psychology Press, 2008. pp. 429–455.
9. Maki R. H. Test predictions over text material. In Hacker D.J. (eds.) Metacognition in educational: theory and practice. New Jersey: Erlbaum, 1998, pp. 117-144.
10. Nelson T. O., Dunlosky J. When people’s judgments of learning (JOLs) are extremely accurate at predicting subsequent recall: The «delayed – JOL effect». Psychological Science, 1991. Vol. 2, no. 2, pp. 267–270.
11. Nietfeld J. L., Cao L., Osborne J. W. Metacognitive monitoring accuracy and student performance in the postsecondary classroom. The Journal of Experimental Educational, 2005, no. 1, pp. 7–28.
12. Zohar A., Dori Y.J. Introduction. In Zohar A. (eds.) Metacognition in Science Education: Trends in Current Research (Contemporary Trends and Issues in Science Education). New York: Spinger, 2012. pp. 1–20.