Journal
INSTRUCTIONAL SCIENCE
Volume 46, Issue 5, Pages 723-765Publisher
SPRINGER
DOI: 10.1007/s11251-018-9452-6
Keywords
Conceptual and procedural knowledge; Metacomprehension accuracy; Misconceptions; Statistics; Text comprehension
Funding
- German Federal Ministry of Education and Research (BMBF) [01JA1518A]
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Research shows that misconceptions are usually detrimental to text comprehension. However, whether misconceptions also impair metacomprehension accuracy, that is, the accuracy with which one self-assesses one's text comprehension, has received far less attention. We conducted a study in which we examined students' (N=47) comprehension and metacomprehension accuracy (prediction accuracy and postdiction accuracy) of a statistics text as a function of their statistical misconceptions. Text comprehension and metacomprehension accuracy referred to both conceptual and procedural aspects of statistics. The results showed that students who had more misconceptions achieved poorer conceptual text comprehension and, at the same time, provided more overconfident predictions of their conceptual and procedural text comprehension than students who had fewer misconceptions. In contrast, postdiction accuracy of conceptual and procedural text comprehension was not affected by misconceptions.
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