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Abstract The purpose of the present study was to investigate the basis of students' confidence in their answers to test items. The domain-specific hypothesis predicts that confidence judgments will be related to performance on a particular test, but not to confidence judgments or performance on unrelated tests. In contrast, the domain-general hypothesis predicts that confidence judgments will be related not only to performance on a particular test but also to confidence judgments and performance on unrelated tests. The results of the present study support the domain-general hypothesis. The results of other data analyses suggest that the domain-general nature of confidence judgments may be attributable to generalized metacognitive knowledge.
Gregory Schraw (Tue,) studied this question.