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Related Concept Videos

Self-Report Tests of Personality01:22

Self-Report Tests of Personality

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Self-report inventories are objective personality assessments that use multiple-choice items or numbered scales, typically ranging from 1 (strongly disagree) to 5 (strongly agree). They are often called Likert scales after Rensis Likert. These inventories are widely used due to their ease of administration and cost-effectiveness. One of the most prominent examples is the Minnesota Multiphasic Personality Inventory (MMPI), initially developed in the 1940s to assess abnormal personality traits.
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Metacognition01:26

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Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
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Self-monitoring is a central construct in understanding individual differences in self-presentation strategies across social contexts. It refers to how individuals observe, regulate, and control their expressive behavior and self-presentation following situational cues. Self-monitoring reflects a person's sensitivity to social appropriateness and willingness to adapt behavior to fit varying interpersonal demands.High vs. Low Self-Monitoring IndividualsIndividuals high in self-monitoring are...
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Self-Evaluation Maintenance Model01:29

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The Self-Evaluation Maintenance (SEM) model offers a psychological framework to understand how individuals’ self-esteem is influenced by the achievements of others, particularly those with whom they share close personal bonds. The SEM model operates when personal rather than social identity guides individuals. Central to this model is the notion that individuals have an inherent desire to preserve a favorable self-image, which is continuously shaped by interpersonal comparisons and...
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One influential perspective on what motivates people's behavior is detailed in Tory Higgin's self-discrepancy theory (Higgins, 1987). He proposed that people hold disagreeing internal representations of themselves that lead to different emotional states.  
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Related Experiment Video

Updated: Jan 16, 2026

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Performance-based metacognitive tests versus self-report: what does prediction tell us?

Jhonys de Araujo1, Cristiano Mauro Assis Gomes2, Enio Galinkin Jelihovschi3

  • 1Laboratory for Cognitive Architecture Mapping (LAICO), Department of Psychology, Universidade Federal de Minas Gerais (UFMG), Campus Pampulha, Av. Pres. Antônio Carlos, 6627 Pampulha, Belo Horizonte, MG, CEP: 31270-901, Brazil. jhonys.bio@gmail.com.

Psicologia, Reflexao E Critica : Revista Semestral Do Departamento De Psicologia Da UFRGS
|October 4, 2025
PubMed
Summary
This summary is machine-generated.

Standardized performance-based metacognition tests accurately predict academic success, unlike self-report measures. This study confirms that performance-based assessments offer a reliable method for evaluating cognition regulation and academic potential.

Keywords:
Academic achievementMetacognitionPerformance-based testsPredictionRegulation of cognitionStructural equation modeling

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Area of Science:

  • Educational Psychology
  • Cognitive Science
  • Psychometrics

Background:

  • Metacognition measurement is crucial for predicting academic performance.
  • Performance-based metacognition tests show greater predictive validity than self-report tests.
  • Standardized performance-based metacognition tests are underrepresented in research due to limited availability and psychometric validation.

Purpose of the Study:

  • To investigate if performance-based metacognitive tests predict academic performance better than self-report tests.
  • To examine the correlation between cognition regulation measures from performance-based and self-report tests.
  • To validate the predictive utility of standardized performance-based metacognition assessments.

Main Methods:

  • A sample of 264 Brazilian university students and graduates participated.
  • The Meta-Text (standardized performance-based) and Metacognitive Self-Regulation Scale (self-report) were used to measure cognition regulation.
  • Academic performance was assessed using the National High School Exam scores.

Main Results:

  • Cognition regulation measured by the Meta-Text significantly predicted academic performance (β = 0.47).
  • No significant correlation was found between cognition regulation measures from the performance-based and self-report tests (r = .002).
  • Self-report measures of cognition regulation did not predict academic performance.

Conclusions:

  • Standardized performance-based metacognition tests are superior predictors of academic performance compared to self-report tests.
  • The findings question the psychometric quality of self-report measures for cognition regulation.
  • Standardized performance-based tests offer a practical and reliable alternative for large-scale academic assessment and research.