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The influence of the number of correct answers in paragraph of test of knowledge on metacognitive monitoring of test tasks performance 1082
Fomin A.E., PhD in Psychology, Associate Professor, Chair of Developmental Psychology and Education, Department of Psychology, Kaluga State University named after K.E.Tsiolkovsky, Kaluga, Russia, email@example.com
Dobrzhanskaya E.A., 4th year student, Department of Philology, K.E. Tsiolkovsky Kaluga State University, Kaluga, Russia, Russia, firstname.lastname@example.org
The article presents the results of empirical research of the influence of the number of correct answers in paragraphs of knowledge test on the confidence in the solution of test tasks. Each task of the knowledge test stated the information about how many right answers a subject was supposed to give. The results of the study conducted on the material of the solution of specialized tests by the students of the Philological faculty of Tsiolkovsky KSU suggest that confidence in the correctness of the decision is highest when three right answers were supposed to be chosen by the subject. It was revealed that when the subjects were making the metacognitive monitoring of their performance of the test there was an interaction and confluence of external (type of the task) and internal (self-confidence) factors. These results are discussed from the point of view of usage of knowledge tests in the educational practice.
Keywords: metacognitive monitoring, confidence judgments, knowledge tests
Column: Educational Psychology