Title

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.

Department(s)

Psychological Science

Keywords and Phrases

Calibration; Instructional Design; Self-Regulated Learning; Student Learning

International Standard Serial Number (ISSN)

1040726X

Document Type

Article - Journal

Document Version

Citation

File Type

text

Language(s)

English

Rights

© 2000 Springer New York, All rights reserved.

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