Department of Psychology, University of Bern, Bern, Switzerland.
PLoS One. 2021 Apr 28;16(4):e0250845. doi: 10.1371/journal.pone.0250845. eCollection 2021.
Self-evaluations play an important role in various fields of study, specifically in research on metacognition and self-concept. Although the assumption that self-evaluations as known from metacognitive monitoring and academic self-concept are related has received wide agreement, the nature of such a relationship has only rarely been investigated. In the current study, the individual-differences approach that has occasionally addressed this association is discussed and extended twofold. For one, a novel way to compare metacognition and self-concept is presented by computing a self-concept bias-analogous to metacognition research. For another, the study targeted a younger population, namely first-grade children. In line with previous studies, the results confirmed a weak relation between metacognitive monitoring and academic self-concept when relating the two constructs at the absolute level of confidence. However, relating the constructs by means of the respective biases revealed a more substantial association. Thus, while previous studies have assumed the common thread between metacognition and self-concept to be best explained by a general confidence trait, the present study suggests the accuracy of self-evaluations to be at stake instead. Hence, by introducing a method to quantify a bias in self-concept, the current study proposes a new and promising way to compare and relate the constructs of metacognition and self-concept.
自我评价在各个研究领域中都发挥着重要作用，特别是在元认知和自我概念的研究中。虽然人们普遍认为，人们熟知的元认知监测和学业自我概念中的自我评价之间存在关联，但这种关联的本质却很少被研究。在本研究中，我们讨论并扩展了一种偶尔涉及到这种关联的个体差异方法。一方面，我们通过计算类似于元认知研究的自我概念偏差，提出了一种比较元认知和自我概念的新方法。另一方面，该研究针对的是年轻人群体，即一年级儿童。与以往的研究一致，当我们在绝对置信水平上关联这两个结构时，结果证实了元认知监测和学业自我概念之间的弱关联。然而，通过各自的偏差来关联这些结构，则揭示了更实质性的关联。因此，虽然之前的研究假设元认知和自我概念之间的共同线索最好用一般的信心特质来解释，但本研究表明，自我评价的准确性才是关键。因此，通过引入一种量化自我概念偏差的方法，本研究提出了一种比较和关联元认知和自我概念结构的新方法。
