When confidence is not a signal of knowing: How students’ experiences and beliefs about processing fluency can lead to miscalibrated confidence

Finn, Bridgid; Tauber, Sarah K.

doi:10.1007/s10648-015-9313-7

Cited by 102Memory Processes and InfluencesEducational Strategies and EpistemologiesInnovative Teaching and Learning Methods

When confidence is not a signal of knowing: How students’ experiences and beliefs about processing fluency can lead to miscalibrated confidence

Finn, Bridgid, Tauber, Sarah K.·2015·Educational Psychology Review

DOI 10.1007/s10648-015-9313-7

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Metacognitive growth is often shaped by the interpersonal context in which feedback is delivered.
“Finn and Tauber (2015) further support this view, noting that metacognitive growth is often shaped by the interpersonal context in which feedback is delivered.”
From Personalized Video Feedback in First-Year Writing: A Scalable Practice for Online Student Engagement (2025) · cites this paper as Finn and Tauber (2015)
Students' beliefs about fluency and feedback often distort their sense of progress, sometimes reinforcing miscalibrated confidence or self-doubt.
“Finn and Tauber (2015) describe how students' beliefs about fluency and feedback often distort their sense of progress, sometimes reinforcing miscalibrated confidence or self-doubt.”
From Personalized Video Feedback in First-Year Writing: A Scalable Practice for Online Student Engagement (2025) · cites this paper as Finn and Tauber (2015)
When instructional materials are well structured, linguistically polished, or immediately responsive, learners often report high confidence despite limited ability to independently reproduce or apply the content.
“When instructional materials are well structured, linguistically polished, or immediately responsive, learners often report high confidence despite limited ability to independently reproduce or apply the content.”
From Fluency Illusion: A Review on Influence of ChatGPT in Classroom Settings (2026) · cites this paper as [19]

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Authors: Finn, B., & Tauber, S. K.
Affiliations: Educational Testing Service (US)
Texas Christian University (US)
Corresponding author: Finn, Bridgid
ORCID: Finn, Bridgid
Tauber, Sarah K.
Venue: Educational Psychology Review
Publisher: Springer Science and Business Media LLC
Published: 2015-06-09
Volume: 27
Issue: 4
Pages: 567-586
ISSN: 1040-726X (ISSN-L)
1573-336X
DOI: 10.1007/s10648-015-9313-7
OpenAlex: W4211059790
Cited by: 102
References: 154
Citations by year: 2026: 10 · 2025: 24 · 2024: 8 · 2023: 12 · 2022: 8 · 2021: 8 · 2020: 10 · 2019: 4 · 2018: 3 · 2017: 7 · 2016: 7 · 2015: 1
FWCI: 3.61
Type: journal article
Language: en
Update notices: correction (2015-07-14)
Open access: closed
Licence: www.springer.com/tdm (tdm)
Locations: Educational Psychology Review (publishedVersion)
Topics: Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Keywords: processing fluency, metacognitive confidence, confidence calibration, metacognitive beliefs, memory confidence, learning confidence, metacognition, epistemological beliefs

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When confidence is not a signal of knowing: How students’ experiences and beliefs about processing fluency can lead to miscalibrated confidence

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