Changes in metacognitive monitoring accuracy in an introductory physics course
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Changes in metacognitive monitoring accuracy in an introductory physics course Jason W. Morphew 1 Received: 28 October 2019 / Accepted: 20 August 2020/ # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract
Student learning in introductory science, technology, engineering, and mathematics (STEM) courses is often self-regulated. For self-regulated learning to be effective, students need to engage in accurate metacognitive monitoring to make appropriate metacognitive control decisions. However, the accuracy with which individuals monitor their task performance appears to largely overlap with their ability to perform that task. This study examined the trajectories in the accuracy of students’ metacognitive monitoring over the course of a semester, along with the effect of monitoring accuracy feedback. The results indicate that some students improve the accuracy of their predictions over the course of a semester. However, low-performing students are less accurate at predicting their exam grades, and tend not to improve their metacognitive calibration over the course of a semester. In addition, providing low-performing students with calibration feedback may lead to greater overconfidence. Keywords Metacognitive monitoring . Epistemological beliefs . Academic goal orientation . Low-performing students
Introduction Learning within authentic contexts such as introductory science, technology, engineering, and mathematics (STEM) courses is considered self-regulated because students act as active participants who largely control how they interact with their course material (Tuysuzoglu & Greene, 2015). This is particularly true for course homework and when studying for exams as these activities typically occur outside of the classroom. Because students actively control their learning in these contexts,
* Jason W. Morphew [email protected]
1
School of Engineering Education, Purdue University, 701 W. Stadium Drive, West Lafayette, IN, USA
J. W. Morphew
success within introductory STEM courses is largely due to the effectiveness with which a student is able to engage in self-regulated learning, a process that requires effective metacognitive monitoring and control processes (Greene & Azevedo, 2007; Winne & Hadwin, 1998; Zimmerman, 2008). Imagine a student who has several exams to prepare for over the next two weeks in multiple courses. This student must determine how to allocate their time studying to maximize their performance across all of the classes. To prepare effectively for their upcoming exams, the student needs to consider which courses will require more of their time to study, as well as determine the topics on which they should focus. Students need to know how their current knowledge compares to course expectations, what their academic goals are for each course, and the amount of time it will take to learn the subject material. In other words, to be successful, the student needs to engage in metacognitive monitoring to make judgments about their current ability level, or knowledge stat
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