Title
Metacognition in the Classroom: The Association Between Students’ Exam Predictions and Their Desired Grades
Document Type
Article
Publication Date
5-2017
Abstract
Students are overconfident when making grade predictions, and worse, the lowest-performing students are generally the most overconfident. Because metacognitive accuracy is associated with academic performance, multiple studies have attempted to improve metacognitive accuracy with mixed results. However, these studies may be of limited use because we do not understand the types of information university students use to make performance predictions. The current studies examined the possibility that university students’ predictions are associated with their desires—the grade they want to receive. Studies 1–4 demonstrated that students’ desired grades were strongly associated with their grade predictions across different courses, universities, and measurement strategies. Study 4 also showed that, if warned about the previous results, students could reduce their reliance on their desired grades and improve the accuracy of their predictions relative to control. Together, results demonstrated that students’ exam predictions are associated with their desired grades.
Publication Title
Consciousness and Cognition
Volume
51
First Page
125
Last Page
139
DOI of Published Version
10.1016/j.concog.2017.03.002
Recommended Citation
Saenz, Gabriel D.; Geraci, Lisa; Miller, Tyler M.; and Tirso, Robert, "Metacognition in the Classroom: The Association Between Students’ Exam Predictions and Their Desired Grades" (2017). Psychology Faculty Publications. 14.
https://openprairie.sdstate.edu/psych_pubs/14