Pilotti Maura A E, El Alaoui Khadija, Mulhem Huda, Al Kuhayli Halah A
College of Science and Human Studies, Prince Mohammad Bin Fahd University, Al Khobar, Kingdom of Saudi Arabia.
Eur J Psychol. 2019 Dec 19;15(4):789-807. doi: 10.5964/ejop.v15i4.1921. eCollection 2019 Dec.
In the present study, the tendency to overestimate performance (illusion of knowing) was examined in college students whose educational past experiences had emphasized verbatim learning. Female students enrolled in core curriculum classes were sampled. Classes taught by the same instructor were randomly assigned to a self-assessment practice condition, where students predicted their test and class performance and were asked to reflect on discrepancies between predictions and actual performance, or to a control condition. At the end of the semester, irrespective of condition, as performance declined on the final test, predictions of final test grades became more inflated, but less confident, indicating that students were aware of their own deficiencies. Overall, students in the practice condition displayed not only greater prediction accuracy, but also greater final test performance than students in the control condition. Practice, however, benefited the most self-assessment accuracy of students whose final test grades were just above the passing grade. Although the responses to self-assessment practice of students with a teacher-centered educational past were largely similar to the responses of students from Western countries reported in the extant literature, differences in impact and meaning could be inferred.
在本研究中，对那些过去的教育经历强调逐字学习的大学生高估自身表现（知晓错觉）的倾向进行了考察。抽取了参加核心课程的女生作为样本。由同一位教师授课的班级被随机分配到自我评估练习条件组，在该组中，学生预测自己的考试成绩和课堂表现，并被要求反思预测与实际表现之间的差异，或者被分配到对照组。在学期末，无论处于何种条件下，随着期末考试成绩下降，期末考试成绩的预测变得更加夸大，但信心降低，这表明学生意识到了自己的不足。总体而言，练习条件组的学生不仅表现出更高的预测准确性，而且期末考试成绩也高于对照组的学生。然而，练习对期末考试成绩刚好高于及格分数的学生的自我评估准确性益处最大。尽管以教师为中心的教育背景的学生对自我评估练习的反应在很大程度上与现有文献中报道的西方国家学生的反应相似，但可以推断出在影响和意义方面存在差异。
