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Updated: Mar 31, 2026
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Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
Published on: September 11, 2021
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Factors involved in making post-performance judgments in mathematics problem-solving.
Trinidad García Fernández1, Evelyn Kroesbergen, Celestino Rodríguez Pérez
1University of Oviedo.
Psicothema
|October 24, 2015
Summary
Accurate math problem-solving calibration in students is linked to better executive functions and positive math motivation. Academic achievement and time spent on tasks also predict accurate performance judgments.
Area of Science:
- Educational Psychology
- Cognitive Science
- Mathematics Education
Background:
- Investigates the factors influencing students' ability to accurately judge their performance on mathematical tasks.
- Focuses on fifth and sixth graders' calibration accuracy in mathematics.
- Examines the interplay of executive functions, affective-motivational variables, and task characteristics.
Purpose of the Study:
- To determine the impact of executive functions, math-related attitudes, and achievement on calibration accuracy.
- To analyze how task characteristics influence students' self-assessment of mathematical performance.
- To identify predictors of accurate performance judgments in academic settings.
Main Methods:
- A sample of 188 fifth and sixth graders participated.
- Students were grouped based on their calibration accuracy (accurate vs. inaccurate).
- Statistical analyses examined group differences, predictive value of variables, and effects of age, gender, and grade.
Main Results:
- Students with accurate calibration exhibited superior executive functioning and more positive math-related feelings, beliefs, and motivation.
- Higher mathematics achievement, perceived usefulness of math, and time spent on tasks predicted accurate group membership.
- Key variables correctly classified 71.3% of the sample into accurate or inaccurate groups.
Conclusions:
- Confirms a significant relationship between academic achievement and calibration accuracy.
- Highlights the importance of considering a multifaceted approach, including cognitive and affective factors, to understand performance judgments.
- Suggests interventions should address executive functions and motivational aspects to improve students' self-assessment skills in mathematics.
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