Url
	https://wou.omeka.net/s/repository/item/1128
Title
	Repeated Testing Sessions and Scholastic Aptitude in College Students’ Metacognitive Accuracy
Creator
	William L. Kelemen
	Robert G. Winningham
	Charles A. Weaver III
Subject
	college students
	scholastic aptitude
	metacognitive accuracy
Publisher
	Taylor & Francis
Date
	7/2/2007
Type
	Text
Identifier
	fac_pubs/16
Source
	European Journal of Cognitive Psychology
Language
	eng
Abstract
	We performed three experiments to examine the effects of repeated study–judgement–test sessions on metacognitive monitoring, and to see if better students (those with higher Scholastic Aptitude Test or SAT scores) outperform low SAT students. In all experiments, mean metacognitive accuracy (bias scores and Gamma correlations) did improve with practice. Most improvement involved students’ ability to predict which items would not be recalled later. In addition, students with high SAT scores recalled more items, were less overconfident, and adjusted their predictions more effectively. Thus, high SAT students may be able to adjust their metacognitive monitoring effectively without feedback, but low SAT students appear unlikely to do so. Educators may need to devise more explicit techniques to help low SAT students improve their metacognitive monitoring during the course of a semester.
Bibliographic Citation
	Kelemen, W. L., Winningham, R. G., & Weaver III, C. A. (2007, July 2). Repeated testing sessions and scholastic aptitude in college students’ metacognitive accuracy. European Journal of Cognitive Psychology, (19)4-5, 689-717, doi:10.1080/09541440701326170
Issue
	45021
Page end
	717
Page start
	689
Volume
	19
Department or school name within institution
	Psychological Sciences

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