Exploring the Relationship between Calibration and Self-Regulated Learning
Abstract
The calibration and self-regulated learning literatures were reviewed. Calibration is a measure of how accurately individuals assess their confidence in their own knowledge. Self-regulated learning is a process of developing goals, using strategies, and monitoring performance in order to complete tasks. Individual characteristics, self-testing, and feedback are common components of both calibration and self-regulated learning; however, the specific aspects of these components often differ. Different levels of calibration might suggest different applications of self-regulated learning or different phases in task completion or learning. Certain types of self-regulation might impact calibration. These reciprocal effects between calibration and self-regulation are unclear and should be evaluated. Determining whether self-regulated learners can and should become well calibrated also is an important instructional design issue. Suggestions for research are presented.
Recommended Citation
Stone, N. J. (2000). Exploring the Relationship between Calibration and Self-Regulated Learning. Educational Psychology Review, 12(4), pp. 437-475. Springer New York.
The definitive version is available at https://doi.org/10.1023/A:1009084430926
Department(s)
Psychological Science
Keywords and Phrases
Calibration; Instructional Design; Self-Regulated Learning; Student Learning
International Standard Serial Number (ISSN)
1040-726X
Document Type
Article - Journal
Document Version
Citation
File Type
text
Language(s)
English
Rights
© 2000 Springer New York, All rights reserved.
Publication Date
01 Jan 2000
