ArticleCBE life sciences education2022
Relationships between Prediction Accuracy, Metacognitive Reflection, and Performance in Introductory Genetics Students.
Article in CBE life sciences education, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
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Who cites it
8 citing papers in PubMed.
- Metacognitive awareness and confidence as predictors of academic performance in pharmacy students: insights from grade predictions and structural equation modeling.Frontiers in psychology · 2026Article
- Designing for self-regulation: development and preliminary user evaluation of a student-facing learning analytics app in blended higher education.Frontiers in psychology · 2026Article
- Metacognitive mapping: developmental biology students struggle with higher-order cognitive skills in multiple course formats.Journal of microbiology & biology education · 2025Article
- Students Don't Learn the Way They Think They Do in a Large, Active-Learning Genetics Course.CBE life sciences education · 2025Article
- Self-Testing and Follow-Through of Learning Strategies Supports Student Success.CBE life sciences education · 2025Article
- All "wrapped" up in reflection: supporting metacognitive awareness to promote students' self-regulated learning.Journal of microbiology & biology education · 2024Article
- Metacognitive Exam Preparation Assignments in an Introductory Biology Course Improve Exam Scores for Lower ACT Students Compared with Assignments that Focus on Terms.CBE life sciences education · 2024Article
- Grade prediction in the middle east: a post-pandemic case study of the optimism bias.Frontiers in psychology · 2023Article
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Cognitive scientists have previously shown that students' perceptions of their learning and performance on assessments often do not match reality. This process of self-assessing performance is a component of metacognition, which also includes the practice of thinking about one's knowledge and identifying and implementing strategies to improve understanding. We used a mixed-methods approach to investigate the relationship between students' perceptions of their performance through grade predictions, their metacognitive reflections after receiving their grades, and their actual performance during a semester-long introductory genetics course. We found that, as a group, students do not display better predictive accuracy nor more metacognitive reflections over the semester. However, those who shift from overpredicting to matching or underpredicting also show improved performance. Higher performers are overall more likely to answer reflection questions than lower-performing peers. Although high-performing students are usually more metacognitive in their reflections, an increase in a student's frequency of metacognitive responses over time does not necessarily predict a grade increase. We illustrate several example trends in student reflections and suggest possible next steps for helping students implement better metacognitive regulation.
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Registered trials
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