How Self-Reported Metacognition, Calibration Indices, and Self-Efficacy Relate and Moderate

• In Event: AERA Poster Session 2
  In Poster Session: Self-Directed Learning, Motivation, and Metacognition

Abstract

Metacognition is integral to self-regulated learning and is positively associated with academic performance, self-efficacy, and other constructs. Research about relations among measures of metacognition and self-efficacy has mostly been conducted with secondary and post-secondary learners. This study investigated how self-reported metacognitive awareness, self-efficacy, and calibration indices relate in fifth-grade learners reading a science text. Findings indicated self-reported metacognitive awareness correlated moderately with self-efficacy, weakly with bias, and not with accuracy. Self-efficacy was weakly correlated with bias, but not accuracy; while accuracy and bias were strongly correlated, as expected. Moderation analysis further determined a lack of independence in metacognition and self-efficacy captured by calibration indices. These findings reinforce the importance of using multiple measures of metacognition.

Authors

• Joseph C Tise, Texas A&M University

• Ying Wang, Georgia Institute of Technology

• Rayne A. Sperling, The Pennsylvania State University

• Samira Syal, North Carolina State University

• Daniell DiFrancesca, The Pennsylvania State University - Erie, The Behrend College

• Taylor M Young, The Pennsylvania State University