topics. In other words, students’ misconceptions about introductory QM topics at high school level are present, but not so strongly rooted since students’ mental models of microscopic behaviour of matter often lack the link to everyday experience, as it occurs, instead, in mechanics. Concerning our hypothesis of an inverse relationship between overconfidence and increasing understanding of introductory QM (H2), our data support that participants at the highest level of the construct map validated in [47] tend to have lower values of overconfidence. In other words, when looking at students’ distribution across the levels of the construct map, confidence tends to become closer to the actual performance for about 60{%} of the students at intermediate and upper levels, while about 80{%} of the students at the lowest level exhibit moderate to high overconfidence. Given the above evidence, our study supports the general claim that a better calibration between confidence and performance is associated with improved ability. Moreover, the positive relationship between ability and calibration is common to the whole sample, thus confirming that instruction may help students improve their capabilities to correctly evaluate their own performance. While a more detailed analysis is beyond the scope of this study, we note that about 25{%} of students in the upper level of the construct map exhibits high underconfidence (Fig. 10) Lindsey and Nagel [68] suggest that, in physics, underconfidence is problematic as much as overconfidence, since a deep knowledge should correspond to the metacognitive ability to self-recognize also a correct understanding of a given topic. A possible interpretation is that topics targeted in the upper anchor (behavior of metals and insulators) were actually difficult to grasp both for the textbook and the TLS group students. In particular, even though high performers responded to the knowledge items in a correct way, they generally felt not so confident in their responses, likely because the time spent on these topics during traditional and transformative instruction was not sufficient to allow a deeper understanding of the targeted concepts. However, we believe that further investigation is required on this specific issue. An alternative explanation may be strictly related to the chosen content, i.e., introductory QM. While the observed response pattern for knowledge items is the same as the ones observed in areas in which the absence of personal experience hinders the creation of a coherent interpretation framework, QM may be still perceived a priori} as difficult by students because of the expected high level of formalism abstractness and complexity of experimental apparatuses [70]. However, further research is warranted to find out the extent to which such perception actually affects the confidence in one’s own performance. CONCLUSIONS AND FUTURE RESEARCH Confidence is an important metacognitive construct that concerns the self-assessment of one’s own knowledge. Previous studies have shown a significant correlation between confidence and self-regulatory processes …

中文翻译：

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量子力学入门中教学对学生过度自信的影响

话题。换句话说，学生对高中阶段的质量管理入门主题存在误解，但没有那么扎根，因为学生的微观物质行为心理模型通常与日常经验缺乏联系，因为它是在力学中发生的。关于我们的过度自信和对介绍性QM（H2）的理解之间存在反比关系的假设，我们的数据支持[47]中验证的结构图最高级别的参与者倾向于具有较低的过度自信值。换句话说，当您查看学生在建构图各个层次上的分布情况时，大约60 {％}的中高级程度学生的自信心趋于接近实际表现，而最低水平的学生中约有80 {％}表现出中度到高度的过度自信。鉴于以上证据，我们的研究支持以下一般性主张，即置信度和性能之间的更好校准与能力的提高有关。此外，能力和校准之间的正相关关系在整个样本中是共同的，因此可以确认该指导可以帮助学生提高他们正确评估自己的表现的能力。尽管更详细的分析超出了本研究的范围，但我们注意到，结构图上层的大约25％的学生表现出高度的自信心（图10）Lindsey和Nagel [68]提出，在物理学中，自信不足和过度自信一样，因为深厚的知识应该与自我认知的元认知能力相对应，因此也可以正确理解给定的主题。可能的解释是，对于教科书和TLS小组的学生而言，实际上很难抓住针对高锚点的主题（金属和绝缘体的行为）。尤其是，即使表现出色的人正确地回答了知识项目，他们通常也对自己的回答不太自信，这很可能是因为在传统和变革性教学中花费在这些主题上的时间不足以使他们对知识有更深入的了解。有针对性的概念。但是，我们认为需要对此特定问题进行进一步调查。替代解释可能与所选内容严格相关，即，介绍性质量管理。虽然观察到的知识项目的响应模式与在缺乏个人经验阻碍建立连贯的解释框架的领域中观察到的响应模式相同，但是由于预期的高水平，学生仍可能会先验地认为QM是困难的形式主义的抽象程度和实验仪器的复杂性[70]。但是，有必要进行进一步的研究，以找出这种感觉实际上在多大程度上影响了对自己表现的信心。结论与未来研究信心是一种重要的元认知结构，它涉及一个人自身知识的自我评估。先前的研究表明，信心与自我调节过程之间存在显着的相关性…… 由于对形式主义的高度抽象性和实验仪器的复杂性的期望很高，学生可能仍然很难先验地认为质量管理是困难的[70]。但是，有必要进行进一步的研究，以找出这种感觉实际上在多大程度上影响了对自己表现的信心。结论和未来研究信心是一种重要的元认知结构，它涉及一个人自身知识的自我评估。先前的研究表明，信心与自我调节过程之间存在显着的相关性…… 由于对形式主义的高度抽象性和实验仪器的复杂性的期望很高，学生可能仍然很难先验地认为质量管理是困难的[70]。但是，有必要进行进一步的研究，以找出这种感觉实际上在多大程度上影响了对自己表现的信心。结论与未来研究信心是一种重要的元认知结构，它涉及一个人自身知识的自我评估。先前的研究表明，信心与自我调节过程之间存在显着的相关性…… 结论与未来研究信心是一种重要的元认知结构，它涉及一个人自身知识的自我评估。先前的研究表明，信心与自我调节过程之间存在显着的相关性…… 结论与未来研究信心是一种重要的元认知结构，它涉及一个人自身知识的自我评估。先前的研究表明，信心与自我调节过程之间存在显着的相关性……