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Open Access Beter leren rekenen gaat samen met grotere zekerheid, beter leren spellen met meer twijfel

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Abstract

Increasing competence in arithmetics leads to greater confidence, but with improvement in spelling doubt increases

To explore the relation between academic confidence and ability, an arithmetic and a spelling test were administered to 166 students in grades 4 and 5. For each item, students indicated whether they were confident about their answer. The agreement (‘calibration’) between confidence and test performance is limited. Overestimation of performance exceeds underestimation. Confidence is not a general characteristic of a student, but is dependent upon school domain and ability in that domain. Overestimation of arithmetic performance hardly differs between grades, but overestimation of spelling turns into underestimation. Apparently, the increase in ability leads to an increase in confidence in case of arithmetic, but turns into ‘suspicion’ in the spelling domain. Boys are more confident than girls, even if the answer is wrong. Girls excel in the identification of wrong answers.
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Keywords: arithmetic; calibration; competence; confidence; self-assessment; spelling

Document Type: Research Article

Affiliations: 1: Wim van Bon was tot aan zijn pensioen universitair hoofddocent bij het Behavioural Science Institute en de sectie Orthopedagogiek van de Radboud Universiteit Nijmegen. 2: Cecile Kuijpers is docent/onderzoeker bij Pedagogische Wetenschappen en Onderwijskunde (sectie Orthopedagogiek en sectie Onderwijskunde) van de Radboud Universiteit Nijmegen., Email: [email protected]

Publication date: March 1, 2016

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  • Het tijdschrift Pedagogiek stelt zich ten doel de wetenschappelijke discussie over opvoeding, onderwijs en vorming binnen het Nederlands taalgebied (Nederland en Vlaanderen) te stimuleren en te ondersteunen. Pedagogiek beoogt naast een bijdrage aan het wetenschappelijke debat ook de maatschappelijke discussie op de terreinen van opvoeding, onderwijs en vorming te bevorderen. Bijdragen zullen dan ook uitdrukkelijk worden beoordeeld op zowel hun wetenschappelijke als maatschappelijke relevantie. Pedagogiek biedt: (1) wetenschappelijke verslagen van empirisch, theoretisch en historisch onderzoek op het gebied van opvoeding, onderwijs en vorming, alsmede review studies op onderhavige terreinen; (2) opiniërende bijdragen van wetenschappelijk niveau (Forumbijdragen); (3) boekbesprekingen.

    The journal Pedagogiek (Pedagogy) aims to stimulate and support the scholarly discourse on child rearing, education and training within the Dutch language area (The Netherlands and the Flemish region). Pedagogiek strives to contribute to the scholarly debate, but also desires to boost the public debate on the subject of child rearing, education and training. Therefore, contributions will be judged explicitly on both their scholarly merit and their social relevance. Pedagogiek offers: (1) scholarly articles reporting on empirical, theoretical and historical research in the field of child rearing, education and training, and review studies in the same field; (2) opinion pieces on a scholarly level (panel discussions); (3) book reviews.

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