Browsing by Subject "Confidence"

Now showing 1 - 3 of 3

Open Access
“Because she is a know-it-all”: school-aged children’s understanding of calibration for hesitant informants
(2023-07) Sunay, Onur
Calibration refers to the extent to which one’s confidence predicts their accuracy. Accordingly; someone accurate and confident, and someone inaccurate and hesitant are well-calibrated; and someone inaccurate and confident, and someone accurate but hesitant are poorly calibrated. Although there is evidence of adults’ calibration understanding, children do not have a complete understanding of calibration. The current study aimed to investigate children’s calibration understanding better. To that end, 7-, 9-, and 11-year-old children were tested on three calibration tasks with informants that included the inaccurate and hesitant informant. The tasks included explicit and implicit measures of calibration. The results showed that children performed similarly across all ages, but there were differences in how children performed between different tasks. Also, accuracy had more influence on children’s judgments for who was a reliable informant than confidence. Third, more children passed the implicit calibration task but failed the explicit one than vice versa. Lastly, children’s calibration understanding was not related to their executive function (EF) abilities. These results suggest that calibration is a complex ability influenced by social situations. The role situations play and how they might be used as a broader framework to explain calibration are highlighted in the discussion. EF and other cognitive abilities that might be related to calibration understanding are also discussed.
Open Access
The influence of familiarity and signage on wayfinding in academic libraries : the case of Bilkent University Library
(2016-09) Duran, İdil Esen
The purpose of the study is to investigate the relationship between utilized signage types, familiarity and confidence in respondents’ cognitive maps in academic libraries. Besides, it is to understand the influence of utilized signs on wayfinding performance. The experiment was administered in Bilkent University Library. Seventy one non-architecture university students from Bilkent University participated in the study, which was conducted in two parts. The first part was a library tour which involved reaching two target rooms. The second part utilized a questionnaire which inquired about respondents’ familiarity, confidence in their cognitive maps and signage. The study found that although newcomers had higher number of wrong turns and time spent to reach destination points, there was no difference in hesitation. As in other types of spaces, wrong turns and time spent decreased with increasing familiarity.
Open Access
Promoting field trip confidence: teachers providing insights for pre-service education
(Routledge, 2016) Ateşkan, A.; Lane, J. F.
Pre-service teachers need experiences in practical matters as a part of field trip preparations programmes. For 14 years, a private, non-profit university in Turkey has involved pre-service teachers in field trip planning, implementation and evaluation. A programme assessment was conducted through a case study to examine the long-term effects of pre-service field trip preparation. Through a survey created for the study, teachers shared their field trip activities and reported confidence levels. The survey was administered to 44 alumni of the biology education department with a response rate of 72.7% (N = 32). This study will help researchers learn which programme areas need to be improved and can serve as a model for other institutions interested in evaluating field trip preparation programmes.