Theses and Dissertations - UTB/UTPA
Date of Award
12-2010
Document Type
Thesis
Degree Name
Master of Arts (MA)
Department
Psychology
First Advisor
Dr. James W. Aldridge
Second Advisor
Dr. Jerwen Jou
Third Advisor
Dr. Ralph E. Carlson
Abstract
The present study investigated the relationship between college student metacomprehension and the error of predicted classroom performance. College student metacomprehension was evaluated using the Metacomprehension Scale (MCS) designed by Moore, Zabrucky, and Commander (1997a). Prior to an examination administered by a course instructor, covering course content, students predicted the percentage score he/she expected to achieve. The predicted score was subtracted from the obtained score generating an error score. It was hypothesized that error of predicted classroom performance is a function of student metacomprehension, as measured by the MCS. Results indicate the MCS was not a reliable indicator of student predicted performance. Factor structure of the MCS was examined to consider why the MCS was not a significant predictor of college student error scores.
Granting Institution
University of Texas-Pan American
Comments
Copyright 2010 Amber Lee Klein. All Rights Reserved.
https://www.proquest.com/dissertations-theses/predicting-college-student-classroom-performance/docview/853095140/se-2?accountid=7119