Self-confidence and metacognitive processes

By Sabina Kleitman, L. Stankov. 2007

265 citations recorded by the source corpus.

Abstract This paper examines the nature of the Self-confidence factor. In particular, we study the relationship between this factor and cognitive, metacognitive, and personality measures. Participants ( N = 296) were administered a battery of seven cognitive tests that assess three constructs: accuracy, speed, and confidence. Participants were also given the Metacognitive Awareness Inventory (MAI, Schraw, G., and Dennison, R.S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19 , 460–475.), a personality measure of the Big Five factors and our own Memory and Reasoning Competence Inventory (MARCI). Results indicate the presence of separate Self-confidence and Metacognitive processes factors, and a moderate correlation (.41) between them. The Self-confidence factor taps not only processes linked to performance on items that have correct answers, but also sureness level in beliefs about events that may never occur. A hierarchical multiple regression showed that the Self-confidence factor was predicted by accuracy of performance, Metacognitive Awareness Questionnaire, and beliefs of competence in reasoning ability.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/a99702fe24de97db756688372811470b38fd566c

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

CONFIDENCE AND COGNITIVE TEST PERFORMANCE (2007, methodology): “That factor was distinct from the confidence factor based on the procedure used in the present paper and it has shown moderate correlation with confidence (see Kleitman, 2003; Kleitman & Stankov, 2006).”
Metacognitive monitoring and control in elementary school children: Their interrelations and their role for test performance (2014, background): “…in terms of achievement test performance in individual differences approaches (i.e., self-confidence; Kleitman & Gibson, 2011; Kleitman & Mascrop, 2010; Kleitman & Stankov, 2001, 2007), or in terms of learning outcomes assessed in multi-trials experiments (e.g., Shin, Bjorklund, & Beck, 2007).”