Effects of Strategy Training and Incentives on Students' Performance, Confidence, and Calibration

Autor/inn/en	Gutierrez, Antonio P.; Schraw, Gregory
Titel	Effects of Strategy Training and Incentives on Students' Performance, Confidence, and Calibration
Quelle	In: Journal of Experimental Education, 83 (2015) 3, S.386-404 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2014.907230
Schlagwörter	Learning Strategies; Teaching Methods; Self Esteem; Accuracy; Incentives; Pretests Posttests; Metacognition; Role; Psychology; Educational Psychology; Undergraduate Students; Measures (Individuals); Student Attitudes; Scores; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Self-esteem; Selbstaufmerksamkeit; Anreiz; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Rollen; Psychologie; Erziehungspsychologie; Pädagogische Psychologie; Messdaten; Schülerverhalten; Unterrichtserfolg
Abstract	This study examined the effect of strategy instruction and incentives on performance, confidence, and calibration accuracy. Individuals (N = 107) in randomly assigned treatment groups received a multicomponent strategy instruction intervention, financial incentives for high performance, or both. The authors predicted that incentives would improve performance, while strategy instruction would improve performance, confidence, and calibration accuracy as a result of better monitoring and self-regulation of learning. The authors compared pre- and posttest items and 20 new posttest-only items. They found significant effects for strategy training on performance, confidence, and calibration accuracy, as well as the interaction between strategy training and time on calibration accuracy. Incentives improved performance and calibration accuracy, either directly, or through an interaction with strategy training. Implications for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01