Metacognition in the classroom: The association between students’ exam predictions and their desired grades

Students are overconfident when making grade predictions, and worse, the lowest-performing students are generally the most overconfident. Because metacognitive accuracy is associated with academic performance, multiple studies have attempted to improve metacognitive accuracy with mixed results. However, these studies may be of limited use because we do not understand the types of information university students use to make performance predictions. The current studies examined the possibility that university students’ predictions are associated with their desires—the grade they want to receive. Studies 1–4 demonstrated that students’ desired grades were strongly associated with their grade predictions across different courses, universities, and measurement strategies. Study 4 also showed that, if warned about the previous results, students could reduce their reliance on their desired grades and improve the accuracy of their predictions relative to control. Together, results demonstrated that students’ exam predictions are associated with their desired grades.     

Driver injury severity study for truck involved accidents at highway-rail grade crossings in the United States

Although trucks only account for approximately 4% of all the vehicles based on the Federal Railway Administration (FRA) database, about 25% involved truck accidents happen at highway-rail grade crossings. This study applied an ordered probit model to explore the determinants of injury severity of truck drivers at highway-rail grade crossing in the United States. Given the importance of trucking to the economics of a country and the safety concerns posed by the trucks (as a result of their large size and weight making them difficult to control, maneuver, and stop), a comprehensive research on truck accidents is critical. Based on data analysis results, the strong effects of driver-, environmental-, weather- characteristics on the injury severities in truck accidents happened at highway-rail grade crossings are found. The findings reveal that better speed control for trucks will significantly reduce driver injury severity in accidents occurring at highway-rail grade crossings. In addition, several truck driver behavior characteristics (such as driving under influence of fatigue during peak hour) were found to be statistically significant predictors of high-level injury severity. Thus, education and enforcement targeted to truck drivers could facilitate safety improvements. Moreover, environmental factor (such as area type and roadway pavement) is found to be statistically significant. Truck drivers are more likely to have severe injury in open space area with low traffic volume compared with other areas. The bad weather and visibility condition is found to increase the probability of truck drivers’ high level injury severity.     

Estimating effectiveness of speed reduction measures for pedestrian crossing treatments using an empirically supported speed choice modeling framework

Pedestrian crossing treatments, such as Pedestrian Hybrid Beacons (PHBs) and Rectangular Rapid-Flashing Beacons (RRFBs), are traffic control devices implemented to help pedestrians safely cross busy or higher-speed roadways at midblock crossings and uncontrolled intersections. This study aims to assess the effectiveness of the PHB and RRFB by analyzing drivers’ speeding behavior under different roadway types with real-life traffic conditions. In order to understand the effect of pedestrian crossing treatments (i.e., PHB and RRFB) have on drivers’ speeding behavior, this paper analyzes four zones (i.e., one upstream zone and three consecutive downstream zones). For the four analysis zones, different indexes were computed which corresponds to the differences in drivers’ speed when encountered with the pedestrian crossing treatments. A grouped random effect hurdle beta regression model is estimated for the indexes, with a fixed effect hurdle beta model used for comparison and validating the importance of considering the grouped random heterogeneity across participants. The proposed analysis framework was validated by the means of an empirical driving simulator study, based on two urban roads in the Central Florida region, North Alafaya Trail (SR-434) and South Orange Blossom Trail (US-441). The results revealed that the proposed modeling framework reflects drivers’ difference in speed for the different pedestrian crossing treatments. The results suggest that with proper understanding of the PHB, the PHB can reduce drivers speed even beyond the location of the PHB. Meanwhile, the RRFB does have some effect in speed reduction beyond the location of the RRFB, however many drivers failed to acknowledge the RRFB. It is suggested that when drivers’ have proper education on the use of the PHB to reduce speed safely and for the installation of RRFB be on roads with two or less lanes and a speed limit less than 40 mph. While the main purpose of the pedestrian crossing treatments is to help pedestrians cross safely, speed reduction can be considered a byproduct as revealed in this study.     

The quality of teacher-student interactions: associations with first graders' academic and behavioral outcomes

The associations between the quality of teacher-student interactions and first grade academic and adaptive behavior outcomes were examined in a study of 106 Portuguese students in 64 first grade classrooms. Students' vocabulary, print concepts, math, and adaptive skills were assessed both at the end of preschool and in first grade. Classrooms were observed in the spring of first grade. After taking into account family risk factors and preschool skills, the quality of teacher-student interactions, particularly in terms of classroom organization, was positively associated with students' first grade vocabulary and print concepts. In addition, classroom quality predicted number identification outcomes differently depending on student skills prior to school entry. Students with lower preschool math skills seemed to benefit from higher quality teacher-student interactions. These findings provide further support for the unique contribution of the quality of teacher-student interactions in first grade and suggest that it may be an important mechanism to improve academic skills.     

Impact of Selected Ethical Information Resources on Counselor Educators' Decision‐Making Regarding Boundary Crossings

A random sample of 207 counselor educators used 4 ethical information resources in the context of 16 boundary‐crossing scenarios. Burian and Slimp's (2000) social dual‐role relationship model was the only resource to change counselor educators' boundary‐crossing decision‐making in a manner that could mitigate boundary‐crossing concerns with students. Curiously, almost 60% of counselor educators stated that they would not use Burian and Slimp's model in the future when this was the only ethical decision‐making resource that made a difference in boundary‐crossing decision‐making for counselor educators.     

Impact of Ethical Information Resources on Independently Licensed Counselors

A random sample of 430 independently licensed counselors evaluated 4 ethical information interventions in the context of 16 boundary‐crossing scenarios. Results indicated that counselors have serious reservations about any form of boundary crossing. They reported mostly reviewing various codes of ethics, reviewing state laws and rules, consulting with others, working from gut instincts, and reflecting on personal experience when confronted with boundary‐crossing issues. Participants clearly preferred streamlined ethical information interventions.