Händel Marion, Fritzsche Eva S
Department of Psychology and Sport Science, University of Erlangen-Nuremberg, Regensburger Straße 160, 90478, Nuremberg, Germany.
Department of Education, University of Erlangen-Nuremberg, Nuremberg, Germany.
Mem Cognit. 2016 Feb;44(2):229-41. doi: 10.3758/s13421-015-0552-0.
Two studies were conducted to further examine the unskilled-and-unaware effect and to test whether low-performing students are indeed unaware of their (expected) lower metacognitive monitoring abilities. Postdicted judgments of performance and second-order judgments (SOJs) were solicited to test students' metacognitive awareness. Given that global and local judgments tend to differ (the confidence-frequency effect), we investigated whether students' (un)awareness pertains to both types of judgments. A first study focusing on global judgments was conducted in a regular exam setting with 196 undergraduate education students. A second study with 115 undergraduate education students examined both global and local judgments. Local judgments were analyzed on an average level and according to different signal detection theory categories (hits, correct rejections, misses, and false alarms). In both studies, students were grouped in four performance quartiles. The results showed that low-performing students highly overestimated their performance (they were functionally overconfident). However, their SOJs indicated that they were less confident in their judgments than the other students, and thus seemed to be aware of their low ability to estimate their own performance (they were not subjectively overconfident). This was observed for global as well as for averaged local SOJs. Moreover, an analysis of the local judgments revealed that students' SOJs varied depending not only on whether their judgments were accurate but also on whether or not they thought they knew the answer to an item. In sum, SOJs provide valuable information about students' metacognitive awareness.
开展了两项研究，以进一步检验“技能不足且意识不到”效应，并测试成绩较差的学生是否真的没有意识到自己（预期）较低的元认知监控能力。我们通过征集对表现的事后预测判断和二阶判断（SOJs）来测试学生的元认知意识。鉴于整体判断和局部判断往往存在差异（信心-频率效应），我们研究了学生的（无）意识是否适用于这两种类型的判断。第一项研究聚焦于整体判断，在常规考试环境中对196名本科教育专业学生进行了调查。第二项研究对115名本科教育专业学生进行了调查，考察了整体判断和局部判断。我们从平均水平以及根据不同的信号检测理论类别（命中、正确拒绝、漏报和误报）对局部判断进行了分析。在两项研究中，学生都被分为四个成绩四分位数组。结果表明，成绩较差的学生高度高估了自己的表现（他们在功能上过度自信）。然而，他们的二阶判断表明，他们对自己判断的信心低于其他学生，因此似乎意识到自己评估自身表现的能力较低（他们并非主观上过度自信）。这在整体判断以及平均后的局部二阶判断中都得到了观察。此外，对局部判断的分析表明，学生的二阶判断不仅取决于他们的判断是否准确，还取决于他们是否认为自己知道某个题目的答案。总之，二阶判断为学生的元认知意识提供了有价值的信息。
