Identifying the accuracy of and exaggeration in self-reports of ICT knowledge among different groups of students: The use of the overclaiming technique

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F21%3A10419556" target="_blank" >RIV/00216208:11410/21:10419556 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=Kp.rtf5Pmd" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=Kp.rtf5Pmd</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1016/j.compedu.2020.104112" target="_blank" >10.1016/j.compedu.2020.104112</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Identifying the accuracy of and exaggeration in self-reports of ICT knowledge among different groups of students: The use of the overclaiming technique

Popis výsledku v původním jazyce

An inaccurate self-assessment might hinder the effectiveness of the self-management of one&apos;s learning, for example, people underestimating their knowledge might not utilize their capabilities. Inaccuracies in self-reported knowledge also hinder the comparability of the data across different respondents. The overclaiming technique (OCT) allows the identification of accuracy and exaggeration in self-reported knowledge and enhances the comparability of the data. Respondents are asked to evaluate their degree of familiarity with a series of items including both existing concepts from a specific field of knowledge and non-existing words. The technique has been used in various knowledge domains (e.g. mathematics) but no previous study has used the OCT in the domain of ICT knowledge on a large-scale sample. This study fills this gap. We created a set of existing ICT concepts and non-existing words. Using the set, we studied the differences in the accuracy and exaggeration of the ICT knowledge self-reports of Czech students at upper secondary schools, which have different emphases on ICT skills development (N = 1,871). ICT students report that they are more familiar than students from other school types with not only existing concepts but also non-existing words. Also, males claim more familiarity with both existing and non-existing concepts. Regards external validity, the OCT adjusted familiarity index corresponds more closely to the actual knowledge, as measured by an ICT achievement test, (r = 0.53) than the unadjusted familiarity index (r = 0.37). We show that the adjustment of student self-reports using the OCT offers promising results.

Název v anglickém jazyce

Identifying the accuracy of and exaggeration in self-reports of ICT knowledge among different groups of students: The use of the overclaiming technique

Popis výsledku anglicky

An inaccurate self-assessment might hinder the effectiveness of the self-management of one&apos;s learning, for example, people underestimating their knowledge might not utilize their capabilities. Inaccuracies in self-reported knowledge also hinder the comparability of the data across different respondents. The overclaiming technique (OCT) allows the identification of accuracy and exaggeration in self-reported knowledge and enhances the comparability of the data. Respondents are asked to evaluate their degree of familiarity with a series of items including both existing concepts from a specific field of knowledge and non-existing words. The technique has been used in various knowledge domains (e.g. mathematics) but no previous study has used the OCT in the domain of ICT knowledge on a large-scale sample. This study fills this gap. We created a set of existing ICT concepts and non-existing words. Using the set, we studied the differences in the accuracy and exaggeration of the ICT knowledge self-reports of Czech students at upper secondary schools, which have different emphases on ICT skills development (N = 1,871). ICT students report that they are more familiar than students from other school types with not only existing concepts but also non-existing words. Also, males claim more familiarity with both existing and non-existing concepts. Regards external validity, the OCT adjusted familiarity index corresponds more closely to the actual knowledge, as measured by an ICT achievement test, (r = 0.53) than the unadjusted familiarity index (r = 0.37). We show that the adjustment of student self-reports using the OCT offers promising results.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

<a href="/cs/project/GA17-02993S" target="_blank" >GA17-02993S: Faktory ovlivňující sebehodnocení ICT dovedností studentů středních škol</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2021

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Computers and Education

ISSN

0360-1315

e-ISSN

—

Svazek periodika

164

Číslo periodika v rámci svazku

April 2021

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

13

Strana od-do

1-13

Kód UT WoS článku

000617257000003

EID výsledku v databázi Scopus

2-s2.0-85099227250