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ERIC Number: EJ875546
Record Type: Journal
Publication Date: 2005
Pages: 21
Abstractor: As Provided
Reference Count: 73
ISBN: N/A
ISSN: ISSN-1099-839X
Judgment of Learning, Monitoring Accuracy, and Student Performance in the Classroom Context
Cao, Li; Nietfeld, John L.
Current Issues in Education, v8 n4 2005
As a key component in self-regulated learning, the ability to accurately judge the status of learning enables students to become strategic and effective in the learning process. Weekly monitoring exercises were used to improve college students' (N = 94) accuracy of judgment of learning over a 14-week educational psychology course. A time series design was used to assess the within-subject differences in judgment of learning (JOL), confidence, monitoring accuracy, and performance. Results show that the monitoring exercises have a positive effect: JOL, confidence, monitoring accuracy, and performance all increased over the semester. Performance outcomes were the strongest predictor of a formative estimate of monitoring accuracy, while self-efficacy predicted an overall summative estimate of monitoring accuracy. In addition, overall course test performance was predicted by background knowledge, self-efficacy, and class membership by section. Implications of the research results and directions for future research were discussed. (Contains 5 tables.)
Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: cie@asu.edu; Web site: http://cie.asu.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A