Metacognitive Judgments: judgments of learning (JOL) and second-order judgments in K-6 graders

The current project aims to examine metacognitive judgments: judgments of learning (JOL) and second-order judgments (SOJ). More specifically, the current study focuses on students (grades K-6) metacognitive judgments (JOL SOJ): when do students start to perform such judgments of their learning and how these judgments affect learning. Do students (K-6) stay overconfident? If they don t, when do they start looking for more evidence to overcome their overconfidence? No research has been located that explored these particular questions. However, it has been found that JOL and SOJ are related to college students performance. A sample of subjects (grades K-6) will be required to perform experimental tasks in the psychology lab at Sultan Qaboos University. Rational and implications of the current study are discussed below