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Knowledge Monitoring Calibration: Individual Differences in Sensitivity and Specificity as Predictors of Academic Achievement
Journal article

Knowledge Monitoring Calibration: Individual Differences in Sensitivity and Specificity as Predictors of Academic Achievement

Francis Smith and Christopher Was
Educational sciences : theory & practice, Vol.19(4), pp.80-87
10/01/2019
DOI: 10.12738/estp.2019.4.006

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Abstract

[...]models of self-regulated learning often include definitions such as "the setting of one's own goals in relation to learning and ensuring that the goals set are attained" (Efklides, 2011, p. 6). In a confirmatory factor analysis, sensitivity and specificity each loaded onto independent dimensions in a twofactor model, suggesting that they may be measuring two distinct abilities which are not revealed in calculating gamma (Schraw et al., in press). The amount of variance accounted for is impressive considering the Knowledge monitoring assessment was completed online at least 13 weeks prior to the final exam, and also when considering how many factors impact test performance in an undergraduate level course. Measurement and reporting aside, the most noteworthy finding in the present study is that it appears that the ability to correctly identify known items is more predictive of academic achievement than the ability to identify unknown items, as indicated by the regression models. Because most prior research has focused on general knowledge monitoring calibration, rather than on diagnostic efficiency, there may not be a readily available explanation for this effect.
 Academic achievement Accuracy Calibration Correlation Educational psychology Evidence Factor Analysis Goal Orientation Human performance Individual Differences Knowledge Metacognition Regression (Statistics) Resistance (Psychology) SAT assessment Self evaluation Student Improvement Student Needs Students Study Habits Study Skills

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