Inaccuracy and Overconfidence in Metacognitive Monitoring of University Students
Inaccuracy and Overconfidence in Metacognitive Monitoring of University Students

Summary/Abstract: The aim of the paper is to stress the relationship between individual metacognitive accuracy and academic performance. Moreover, we tested the relationship between the accuracy, items difficulty and bias score and exam results. Metacognitive monitoring calibration of 100 university students was tested in exam settings, using postdicted confidence judgments. Absolute local and global accuracy and total bias score were related with test performance, difficulty and types of the items: multiple choice and open ended items. The most important results show local and local inaccuracy or overconfidence, but also an unexpected greater accuracy on low performing subjects compared with there’s more performing counterparts. The open ended items low, but positively correlate with metacognitive monitoring inaccuracy, both local and global, a possible illustration of the hard-easy effect. The bias score is globally negatively related with performance, but the more the subjects respond to the difficult open-ended items, the lower the bias in self-appreciation. We conclude that there is a global expected relationship between test results and both accuracy and bias score. Also, particular results show a more nuanced relationship between local and global accuracy, items difficulty and type and bias score. Some theoretical and methodological issues are discussed and futures research direction is proposed.

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