Show simple item record

dc.contributor.authorRoderer, Thomas
dc.contributor.authorRoebers, Claudia M.
dc.date.accessioned2013-10-31T08:45:02Z
dc.date.available2013-10-31T08:45:02Z
dc.date.issued2013
dc.identifier.issn1696-2095
dc.identifier.urihttp://hdl.handle.net/10835/2549
dc.description.abstractAbstract Introduction. The metacognitve ability to accurately estimate ones performance in a test, is assumed to be of central importance for initializing task-oriented effort. In addition activating adequate problem-solving strategies, and engaging in efficient error detection and correction. Although school children’s’ ability to estimate their own performance has been widely inves-tigated, this was mostly done under highly-controlled, experimental set-ups including only one single test occasion. Method. The aim of this study was to investigate this metacognitive ability in the context of real achievement tests in mathematics. Developed and applied by a teacher of a 5th grade class over the course of a school year these tests allowed the exploration of the variability of performance estimation accuracy as a function of test difficulty. Results. Mean performance estimations were generally close to actual performance with somewhat less variability compared to test performance. When grouping the children into three achievement levels, results revealed higher accuracy of performance estimations in the high achievers compared to the low and average achievers. In order to explore the generaliza-tion of these findings, analyses were also conducted for the same children’s tests in their sci-ence classes revealing a very similar pattern of results compared to the domain of mathemat-ics. Discussion and Conclusion. By and large, the present study, in a natural environment, con-firmed previous laboratory findings but also offered additional insights into the generalisation and the test dependency of students’ performances estimations. Keywords: metacognition, primary school, performance estimation, mathematics, sciencees_ES
dc.language.isoenes_ES
dc.publisherUniversidad de Almeríaes_ES
dc.sourceElectronic Journal of Research in Educational Psychology. Nº 29 Vol.11 (1), 5-24es_ES
dc.subjectMetacognitiones_ES
dc.subjectPrimary schooles_ES
dc.subjectPerformance estimationes_ES
dc.subjectMathematicses_ES
dc.subjectSciencees_ES
dc.subjectMetacogniciónes_ES
dc.subjectAños primarios de educaciónes_ES
dc.subjectEstimulación del rendimientoes_ES
dc.subjectMatemáticases_ES
dc.subjectCienciases_ES
dc.titleChildren’s Performance Estimation in Mathematics and Science Tests over a School Year: A Pilot Studyes_ES
dc.title.alternativeEstimación de Logro Infantil en Pruebas de Matemáticas y Ciencias Naturales a lo largo de un Curso. Un Estudio Piloto.es_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.relation.publisherversionhttp://www.investigacion-psicopedagogica.org/revista/new/english/ContadorArticulo.php?818es_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES
dc.identifier.doihttp://dx.doi.org/10.25115/ejrep.v11i29.1555


Files in this item

This item appears in the following Collection(s)

Show simple item record