Performance-based metacognitive tests versus self-report
What Does Prediction Tell Us
Bibliographic Data
| ID | 4406956 |
|---|---|
| Authors | Jennifer De Araújo (0000-0002-7936-7440, Universidade Federal de Minas Gerais), Cristiano Mauro Assis Gomes (0000-0003-3939-5807, Universidade Federal de Minas Gerais), Enio Galinkin Jelihovschi (0000-0002-7286-1198, Universidade Estadual de Santa Cruz) |
| Year | 2025 |
| Volume | 38 |
| Issue | 1 |
| Pages | 26-26 |
| Publication date | 2025-10-04 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psicologia Reflexão e Crítica (JOURNAL) |
| Journal identifiers | ISSN: 0102-7972 • E-ISSN: 1678-7153 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1186/s41155-025-00337-2 |
| PMID | 41045309 |
| OpenAlex | W4414805522 |
| Language | EN |
| References cited | 23 |
Background The measurements of metacognition through performance-based tasks are better predictors of academic performance than those based on self-report tests, but evidence on the prediction of academic performance by standardized performance-based metacognition tests is scarce. The reason is that there are few tests of this nature with psychometric evidence of validity and reliability. Only a single study with Honduran university students compared the prediction of academic performance by a standardized performance-based test, and a self-report test in which both measure cognition regulation, a metacognitive construct. The results indicated that only the standardized performance-based test predicts academic performance, and the measures of these tests are not correlated. Objective Two hypotheses are investigated in this article: (1) performance-based metacognitive tests predict academic performance better than self-report metacognitive tests; (2) there is a null correlation between measures of cognition regulation from performance-based standardized tests and self-report tests. Method A sample of 264 university students and graduates from Brazil, with an average age of 21.1 years, is used in the study. The majority are female, from private institutions, and enrolled in humanities and social sciences courses. The Meta-Text was used as the standardized performance-based test, and the self-report test was the Metacognitive Self-Regulation Scale of the Motivated Strategies for Learning Questionnaire (MSLQ). The predictors were cognition regulation, measured by both tests, and judgment, measured by the Meta-Text. The outcome was the overall score on the National High School Exam, a large-scale educational assessment for university admission. Results Only the regulation of cognition measured by Meta-Text predicts academic performance (β = 0.47, CI 95% [0.36, 0.58]). The correlations between the test measures were null (r = .002, p = .974). Conclusion The evidence corroborated both hypotheses and raises doubts about the quality of self-report tests for measuring cognition regulation. It also indicates that standardized performance-based tests have a similar predictive capacity to tasks that require performance. This result is promising because standardized tests are easy to apply and correct, allowing studies to be carried out on large samples, while performance-based tasks require a complex process, only feasible in studies on small samples
Cognition · Metacognition · Quality (philosophy) · Standardized test · Task (project management) · Test (biology) · Educational and Psychological Assessments · Innovative Teaching and Learning Methods · Student Assessment and Feedback
Beyond intelligence
Assessing self-regulated learning in higher education
Assessing Metacognitive Awareness
PsyToolkit
The Relation Between Self-Regulated Learning and Academic Achievement Across Childhood and Adolescence
PsyToolkit
Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq)
Psychological correlates of university students' academic performance
Metacognition and cognitive monitoring
The Making of the Motivated Strategies for Learning Questionnaire
Self-reports on students' learning processes are academic metacognitive knowledge
The factor structure of the Motivated Strategies for Learning Questionnaire (MSLQ)
| Citation velocity | historical |
|---|---|
| Highly cited | No |