Abstract
Abstract We studied college students' metacognitive ability to see whether or to what extent it would be correlated with actual test grades. We hypothesized that higher metacognitive ability would correlate with higher exam marks and that lower metacognitive ability would correlate with lower exam marks. College students (N = 109) were asked to guess the grade they expected to receive at the completion of a regular classroom exam. We found a significant negative correlation between the actual grade received, a measure of cognitive ability, and the difference between the actual grade and the expected grade, a measure of metacognitive ability.
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