Self-confidence and metacognitive processes

  • Kleitman S
  • Stankov L
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Abstract

This paper examines the status of Self-confidence trait. Two studies strongly suggest that Self-confidence is a component of metacognition. In the first study, participants (N=132) were administered measures of Self-concept, a newly devised Memory and Reasoning Competence Inventory (MARCI), and a Verbal Reasoning Test (VRT). The results indicate a significant relationship between confidence ratings on the VRT and the Reasoning component of MARCI. The second study (N=296) employed an extensive battery of cognitive tests and several metacognitive measures. Results indicate the presence of robust Self-confidence and Metacognitive Awareness factors, and a significant correlation between them. Self-confidence taps not only processes linked to performance on items that have correct answers, but also beliefs about events that may never occur.U radu se ispituje status osobine poverenja u sebe. Dva istrazivanja cvrsto zastupaju stav da je poverenje u sebe komponenta metakognicije. U prvom istrazivanju koje je obuhvatilo 132 ispitanika (N=132) primenjena je evaluacija pojma o sebi, nedavno sastavljena lista sposobnosti pamcenja i misljenja (Memory and Reasoning Competence Inventory skr. MARCI) i test verbalnog misljenja (Verbal Reasoning Test skr. VRT). Rezultati pokazuju da postoji znacajna korelacija izmedju procenjivanja poverenja u sebe VRT testom i komponente misljenja na MARCI listi. U drugom istrazivanju u kome je ucestvovalo 296 ispitanika (N=296) primenjena je velika baterija testova znanja i nekoliko kriterijuma metakognicije. Rezultati istrazivanja pokazuju da je prisutno veoma izrazeno poverenje u sebe i faktori metakognitivne svesti i da postoji znacajna korelacija medju njima. Poverenje u sebe ne koristi samo procese koji su povezani sa resavanjem zadataka koji imaju tacne odgovore, vec i uverenja o dogadjajima koji se mozda nikada nece odigrati.

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APA

Kleitman, S., & Stankov, L. (2005). Self-confidence and metacognitive processes. Zbornik Instituta Za Pedagoska Istrazivanja, 37(1), 45–69. https://doi.org/10.2298/zipi0501045k

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