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PERC 2018 Abstract Detail Page

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Abstract Title: Factors Affecting Metacognitive Monitoring Accuracy in an Introductory Physics Course
Abstract: When preparing for course exams, students need to determine how to effectively allocate his/her time. Prior research has found that the ability to accurately predict performance is related to how well an individual performs. Students who score lower on exams tend to be overconfident while students who score high on exams are often underconfident. The ability to make accurate predictions of performance has also been found to be related to students' goals, motivations, and epistemological beliefs. In this study, students enrolled in an introductory algebra-based mechanics course completed surveys assessing their epistemological beliefs and academic goal orientations, and then predicted their exams scores on four exams. Results indicate that high-performing students are more accurate at predicting their exam performance, that their beliefs and goal orientations are not related to the accuracy of their predictions. Further, receiving feedback about the accuracy of their predictions does not appear to affect prediction accuracy.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session II
Poster Number: B59

Author/Organizer Information

Primary Contact: Jason Morphew
University of Illinois at Urbana-Champaign
1110 West Green Street
Urbana, IL 61801
Phone: 3166333037
and Co-Presenter(s)
Jose Mestre - University of Illinois at Urbana-Champaign