Accuracy of students’ judgments of learning (JOLs) plays an important role in self-regulated learning. Most studies on JOL accuracy have focused on learning word pairs and text but problems-solving tasks are also very important in education. This study investigated whether children in grade 3 could differentiate in their JOLs between problem-solving tasks that varied in complexity. Participants (N = 76, 8–10 years old) engaged in solving four arithmetic problems, rated mental effort invested in each problem, gave either immediate or delayed JOLs, and completed a test containing isomorphic problems. The negative correlation that was found between invested mental effort and JOLs suggested that children's JOLs are sensitive to differences in complexity of the problem-solving tasks. Results on the relative and absolute accuracy of JOLs showed that immediate JOLs were numerically higher than delayed JOLs, and relative accuracy of immediate JOLs was moderately accurate, whereas delayed JOLs were not.

Additional Metadata
Keywords Judgments of learning, Mental effort, Monitoring accuracy, Primary education, Problem solving
Persistent URL dx.doi.org/10.1016/j.stueduc.2018.05.010, hdl.handle.net/1765/107327
Journal Studies in Educational Evaluation
Citation
Baars, M.A, van Gog, T, de Bruin, A.B.H, & Paas, G.W.C. (2018). Accuracy of primary school children's immediate and delayed judgments of learning about problem-solving tasks. Studies in Educational Evaluation, 58, 51–59. doi:10.1016/j.stueduc.2018.05.010