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dc.contributor.authorBasokcu, Tahsin Oguz
dc.date.accessioned2023-03-01T07:16:48Z
dc.date.available2023-03-01T07:16:48Z
dc.date.issued2022en_US
dc.identifier.issn0033-3085
dc.identifier.issn1520-6807
dc.identifier.otherWOS:000762646100001
dc.identifier.urihttps://doi.org/10.1002/pits.22665
dc.identifier.urihttps://hdl.handle.net/20.500.12573/1472
dc.description.abstractThis study investigated how well students differentiate their responses' accuracies (metacognitive monitoring) and estimate their test scores beyond counting—and counting on—the number of correct responses alone. Monitoring abilities of 2832 sixth‐graders (1410 male and 1422 female native in Turkish) at an 11‐item Program for International Student Assessment (PISA)‐equivalent mathematics test were measured via response‐contingent Type‐2 signal detection theory. The students also made score estimations right before and immediately after completing the test (pre‐ and posttest estimations, respectively). Although high‐scoring students underestimated and low‐scoring ones overestimated how they would perform in the test, high‐scorers were accurate in their posttest estimations unlike the low‐scoring group, where the lattaer retained their overestimation tendencies. Having better monitoring performance, the high‐scoring group could subsequently calibrate their posttest estimations. Additional assessment methods such as measuring monitoring and score estimations seem to have the potential to reveal how mathematics students behave before, during, and after responding.en_US
dc.language.isoengen_US
dc.publisherWILEY111 RIVER ST, HOBOKEN 07030-5774, NJen_US
dc.relation.isversionof10.1002/pits.22665en_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectmathematicsen_US
dc.subjectmetacognitive monitoringen_US
dc.subjectscore estimationsen_US
dc.titleBeyond counting the correct responses: Metacognitive monitoring and score estimations in mathematicsen_US
dc.typearticleen_US
dc.contributor.departmentAGÜ, İnsan ve Toplum Bilimleri Fakültesi, Psikoloji Bölümüen_US
dc.contributor.authorID0000-0001-5828-1237en_US
dc.contributor.authorID0000-0002-4821-0045en_US
dc.contributor.institutionauthorGuzel, Mehmet Akif
dc.identifier.volume59en_US
dc.identifier.issue6en_US
dc.identifier.startpage1105en_US
dc.identifier.endpage1121en_US
dc.relation.journalPSYCHOLOGY IN THE SCHOOLSen_US
dc.relation.tubitak115K531
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US


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