Extensive research has been conducted to understand how accurately students monitor their studying and performance via metacognitive judgments. Moreover, the bases of students’ metacognitive judgments are of interest. While previous results are quite consistent regarding the importance of performance for the accuracy of metacognitive judgments, results regarding motivational and personality variables are rather heterogeneous. This paper reports on two studies that simultaneously examined the predictive power of several performance, motivational, and personality variables on metacognitive judgments. The studies investigated a set of judgments (local and global postdictions in Study 1 and global pre- and postdictions in Study 2) and accuracy scores (bias, sensitivity, and specificity) in two different settings. Individual differences in judgments and judgment accuracy were studied via hierarchical regression analyses. Study 1 with N = 245 undergraduate students identified performance and domain-specific self-concept as relevant predictors for judgments after test taking. This was consistently found for local and global judgments. Study 2 with N = 138 undergraduate students hence focused on domain-specific self-concept and extended results to predictions. Study 2 replicated results for global postdictions but not predictions. Specifically, before task processing, students’ judgments relied mostly on domain-specific self-concept but not on test performance itself. The studies indicate that different judgments and measures of judgment accuracy are needed to obtain comprehensive insights into individual differences in metacognitive monitoring.

中文翻译：

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局部和整体元认知判断中的个体差异

已经进行了广泛的研究，以了解学生通过元认知判断如何准确地监控他们的学习和表现。此外，学生的元认知判断基础也很有趣。尽管先前的结果在表现对元认知判断准确性的重要性方面是相当一致的，但关于动机和人格变量的结果却是异类的。本文报道了两项研究，这些研究同时检验了几种表现，动机和人格变量对元认知判断的预测能力。这项研究调查了两种不同情况下的一组判断（研究1中的局部和全局预测以及研究2中的全局预测和预测）和准确性得分（偏倚，敏感性和特异性）。通过层次回归分析研究判断的个体差异和判断的准确性。研究1N  = 245名本科生认为成绩和特定领域的自我概念是应试后判断的相关预测因子。对于本地和全球判断，这是一贯的发现。N  = 138名本科生的研究2因此专注于特定领域的自我概念，并将结果扩展到预测中。研究2复制了全球预测的结果，但没有复制预测。具体来说，在任务处理之前，学生的判断主要取决于特定领域的自我概念，而不取决于测试成绩本身。研究表明，需要获得不同的判断和判断准确性的度量，才能获得对元认知监控中个体差异的全面了解。