Doctor of Philosophy (PhD)
First Committee Member
Gregory J. Schraw
Second Committee Member
Third Committee Member
Gwen C. Marchand
Fourth Committee Member
Janelle M. Bailey
Number of Pages
The present study employs the Nelson and Narens Model of Metacognition (NNMM) to examine the influence of metacognitive strategy training and extrinsic incentives on performance, level of confidence, and the calibration accuracy of undergraduate students' metacognitive judgments within a pretest/posttest experimental design. Calibration of performance is crucial because it allows learners to engage in appropriate comprehension monitoring during a learning episode. As metacognition implies, those individuals who are better calibrators can more adequately adapt to the demands of the situation (monitoring), and thereby better prepare for learning episodes that are similar in format or content (control). Consequently, this aids in the improvement of performance, confidence, and calibration accuracy.
Findings suggest that strategy training and incentives enhanced performance and level confidence in performance. However, only strategy training increased the calibration accuracy of feeling-of-knowing judgments. Theoretically, both strategy training and incentives influence learners' metacognitive monitoring and control; therefore, the results support the NNMM. Educational implications and directions for future research are discussed.
Calibration; Education; Learning; Metacognition; Metacognitive Monitoring; Motivation; Self-Regulated Learning
University of Nevada, Las Vegas
Gutierrez, Antonio P., "Enhancing the Calibration Accuracy of Adult Learners: A Multifaceted Intervention" (2012). UNLV Theses, Dissertations, Professional Papers, and Capstones. 1568.
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