Exploring the Relationship between Calibration and Self-Regulated LearningEducational Psychology Review
AbstractThe 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.
Keywords and Phrases
- Instructional Design,
- Self-Regulated Learning,
- Student Learning
Document TypeArticle - Journal
Rights© 2000 Springer New York, All rights reserved.
Citation InformationNancy J. Stone. "Exploring the Relationship between Calibration and Self-Regulated Learning" Educational Psychology Review Vol. 12 Iss. 4 (2000) p. 437 - 475 ISSN: 1040726X
Available at: http://works.bepress.com/nancy-stone/9/