When compared to high performers, low performers generally have more difficulty to accurately estimate their own performance. This has been explained by low performers being both unskilled and unaware about their performance. However, Miller and Geraci Journal of Experimental Psychology: Learning, Memory, and Cognition, 37(2), 502–506, (2011) found that low performing university students also assigned less confidence to their estimates (i.e., second-order judgments, SOJs), indicating some metacognitive awareness of their poor calibration. The current study examined whether the relationship between calibration accuracy and confidence in performance estimates is more general, and exists irrespective of performance level, not only for university students but also for secondary school students. We asked university students and secondary school students to estimate their exam grade after taking their exam, and to provide a second-order judgement). The results showed that for university students, poor calibration accuracy was indeed accompanied by low confidence scores, independent from performance level. For secondary school students however, calibration accuracy was unrelated to confidence scores, suggesting a less developed metacognitive awareness.

与高绩效者相比，低绩效者通常更难以准确地估计自己的绩效。绩效低下的人既不熟练也不了解其绩效，可以解释这一点。但是，《米勒和格拉西（Miller and Geraci ）实验心理学杂志：学习，记忆和认知》，第37页（2），502–506，（2011）发现，表现不佳的大学生对他们的估计值（即二阶判断，SOJ）的信心也较低，这表明他们对不良的校准有一定的元认知意识。当前的研究调查了校准准确性和对绩效评估的信心之间的关系是否更普遍，并且是否存在，而与绩效水平无关，不仅对于大学生，而且对于中学生。我们要求大学生和中学生在参加考试后估算他们的考试成绩，并提供二阶判断。结果表明，对于大学生而言，校准精度差的确伴随着低置信度得分，而与表现水平无关。但是对于中学生，