Evidence map›Paper›PMID 39330470›Full record

ArticleJournal of Intelligence2024

Do Confidence Ratings Reactively Modify Children's Academic Assessment Performance? Negative Answer from a Three-Year Longitudinal Study.

Jun Zheng, Ningxin Su, Tian Fan, Baike Li, Wenbo Zhao, Xiao Hu, Chunliang Yang, Liang Luo

Abstract read
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In one paragraph

Article in Journal of Intelligence, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

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0citing papers in PubMed
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1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

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Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

8 authors.

Jun ZhengCenter for Teacher Education Research, Faculty of Education, Beijing Normal University, Beijing 100875, China.
Ningxin SuJoint Education Institute of Zhejiang Normal University and University of Kansas, Zhejiang Normal University, Jinhua 321004, China.ORCID 0000-0001-9608-4058
Tian FanCollaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing 100875, China.
Baike LiSchool of Psychology, Liaoning Normal University, Dalian 116029, China.
Wenbo ZhaoSchool of Sociology, Beijing Normal University, Beijing 100875, China.
Xiao HuBeijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education, Faculty of Psychology, Beijing Normal University, Beijing 100875, China.
Chunliang YangBeijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education, Faculty of Psychology, Beijing Normal University, Beijing 100875, China.
Liang LuoInstitute of Developmental Psychology, Faculty of Psychology, Beijing Normal University, Beijing 100875, China.

Funding

Fundamental Research Funds for the Central Universities 1233200008Fundamental Research Funds for the Central Universities 2243300005Major Projects of National Social Science Fund of China 16ZDA229National Natural Science Foundation of China 32000742National Natural Science Foundation of China 32171045National Natural Science Foundation of China 32200841National Natural Science Foundation of China 32371116
6 · The paper itself

Abstract

The reactivity effect of metacognitive judgments on first-order task performance has received increased research attention. Previous studies showed that soliciting retrospective confidence ratings (CRs) reactively enhances task performance itself, such as performance in decision making and reasoning tasks, especially for those with high self-confidence. It remains unknown whether CRs can improve students' academic assessment performance in real educational settings. The current study recruited 795 fourth-grade elementary school children to explore if making CRs reactively affects students' academic assessment performance in two main subjects (i.e., Chinese Language and Mathematics). The data were collected across six waves with half-year intervals. From Wave 2, children either provided (CR group) or did not provide CRs (no-CR group) when completing standardized academic assessments. The results showed Bayesian evidence supporting the claim that making CRs does not influence children's academic assessment performance (both the average performance across waves 2-6 and the performance in each wave) in both subjects. Furthermore, children's self-confidence did not moderate the reactive influence of CRs. The results from multilevel regression analyses re-confirmed the above conclusions. Possible explanations for the absence of the reactivity effect of CRs on children's academic assessment performance are discussed.

Indexed as

academic assessment performanceconfidence ratingslongitudinal studyreactivityself-confidence

Identifiers

PMID39330470
PMCPMC11432981

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.