Within-Person Exploration of Calibration and Achievement in a Digital Mathematics Learning Environment

• In Event: 26.080 - Roundtable Session 8
  In Roundtable Session: 26.080-16 - Measuring Metacognition and Self-Regulated Learning

Abstract

This paper presents a dynamic view of the association between metacognitive monitoring and mathematics achievement by analyzing within person associations between calibration and quiz performance in a digital mathematics learning environment. Results show that students make greater gains from pre- to post-test when they are better calibrated at pretest, but these associations are small. Associations are stronger for student confidence for correct answers than for student uncertainty for incorrect answers. Although the assumption that accurate identification of uncertainty supports student self-regulated learning is common in calibration research, the relative strengths of confidence and uncertainty within this study do not fully support this assumption.

Author

• Teomara Rutherford, North Carolina State University