The Role of Metacognition and Anxiety in College Students’ Performance on a General-Knowledge Test

Abstract

Previous research has demonstrated that college students do not consistently make accurate metacognitive judgments (e.g. Dunlosky & Lipko, 2007). Such inaccuracy can be a concern because students’ metacognitive judgments affect their academic performance. For example, after selecting answers on an exam, students may reflect on their confidence in those selected answers and if they are not confident, they may consider making changes. Previous research has investigated reasons for why students opt to change answers as well as general beliefs about answer-changing (e.g. Benjamin, Cavell, & Schallenberger, 1984). Such research has found that students often worry that changing answers will negatively impact their grade and thus they hesitate to make changes (e.g. Mueller & Wasser, 1977). However, the existing empirical research on answer-changing does not support students’ beliefs (e.g., Foote & Belinky, 1972). Changing answers can actually be beneficial for students. The current research examines whether students’ general anxiety levels may impact their confidence ratings and/or decisions to change answers on an exam. It is expected that students with more reported anxiety will change more answers and have lower confidence ratings.