The effects of strategy training and an extrinsic incentive on fourth- and fifth-grade students’ performance, confidence, and calibration accuracy

Abstract

This study investigated the influence of strategy training instruction and an extrinsic incentive on American fourth- and fifth-grade students’ (N = 35) performance, confidence in performance, and calibration accuracy. Using an experimental design, children were randomized to either an experimental group (strategy training and an extrinsic incentive) or a comparison group in an after-school Brain Train Club. Data on performance and confidence ratings were collected pretest and again at posttest. Accuracy was calculated by comparing confidence in performance to actual performance. Results revealed that students in the experimental group demonstrated improved performance, confidence, and calibration accuracy compared to those in the comparison group. Implications for learning and instruction and avenues for future research are discussed.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 97 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.