ERIC Number: EJ1081623
Record Type: Journal
Publication Date: 2015-Dec
Abstractor: As Provided
Reference Count: 62
Examining Response Confidence in Multiple Text Tasks
List, Alexandra; Alexander, Patricia A.
Metacognition and Learning, v10 n3 p407-436 Dec 2015
Students' confidence in their responses to a multiple text-processing task and their justifications for those confidence ratings were investigated. Specifically, 215 undergraduates responded to two academic questions, differing by type (i.e., discrete and open-ended) and by domain (i.e., developmental psychology and astrophysics), using a digital library of seven varied texts (e.g., journal article, newspaper, Wikipedia). Students then indicated how confident they were in their responses and provided justifications for their level of confidence. This investigation had four main goals: (a) to determine the strength of students' response confidence; (b) to understand the criteria students use to derive their confidence ratings; (c) to consider the effect of task conditions on ratings and justifications; and (d) to examine the relation between students' response confidence ratings and justifications and the accuracy and quality of their responses. Students' justifications for response confidence were found to vary across task conditions. Further justifications for response confidence based on sources consulted (i.e., text-directed justifications) were found to relate to response accuracy for the discrete question and to response quality for the open-ended question.
Descriptors: Self Esteem, Responses, Student Attitudes, Undergraduate Students, Electronic Publishing, Journal Articles, Newspapers, Criteria, Context Effect, Correlation, Accuracy, Cognitive Processes
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: email@example.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A