Abstract
Accuracy of students’ judgments of learning (JOLs) plays an important role in self-regulated learning. Most studies on JOL accuracy have focused on learning word pairs and text but problems-solving tasks are also very important in education. This study investigated whether children in grade 3 could differentiate in their JOLs between problem-solving tasks that varied in complexity. Participants (N = 76, 8–10 years old) engaged in solving four arithmetic problems, rated mental effort invested in each problem, gave either immediate or delayed JOLs, and completed a test containing isomorphic problems. The negative correlation that was found between invested mental effort and JOLs suggested that children's JOLs are sensitive to differences in complexity of the problem-solving tasks. Results on the relative and absolute accuracy of JOLs showed that immediate JOLs were numerically higher than delayed JOLs, and relative accuracy of immediate JOLs was moderately accurate, whereas delayed JOLs were not.
| Original language | English |
|---|---|
| Pages (from-to) | 51-59 |
| Number of pages | 9 |
| Journal | Studies in Educational Evaluation |
| Volume | 58 |
| DOIs | |
| Publication status | Published - 1 Sept 2018 |
Funding
This research was funded by the Netherlands Organization for Scientific Research (project # 411-07-152 ). The authors would like to thank the schools and teachers involved in this study for their participation.
Keywords
- Judgments of learning
- Mental effort
- Monitoring accuracy
- Primary education
- Problem solving