The Influence of Overt Practice, Achievement Level, and Explanatory Style on Calibration Accuracy and Performance

By Linda Bol, Douglas J. Hacker, Patrick M. O'Shea, D. Allen. 2005

201 citations recorded by the source corpus.

Subfields: Computer Science Applications, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/1805066129203ae1188c47363ef0a24443895e5c

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In Computer Science Applications

In Developmental and Educational Psychology

In Education

Citations in the corpus

Metacognition in education: A focus on calibration. (2008, methodology): “The pattern observed, however, was opposite from prediction accuracy: The more students attributed their poor calibration accuracy to task-centered causes, the more underconfident they were in their postdictions (Bol et al., 2005).”
Miscalibration of self-efficacy and academic performance: Self-efficacy ≠ self-fulfilling prophecy (2019, background): “While this pattern is consistent with previous research (Bol et al., 2005; Hacker et al., 2008), our findings suggest equal miscalibration for over- and underperformers whereas the previous studies suggest stronger miscalibration in underperformers.”
Students' intentions to study non-compulsory mathematics: the importance of how good you think you are (2015, background): “…in North America have generally been found to be more accurate but slightly under-confident in their predictions and retrospective evaluations of their performance, while lowerperforming students were much less accurate and largely over-confident (e.g. Ackerman &Wolman, 2007; Bol et al., 2005).”
A Cross-National Comparison Study on the Accuracy of Self-Efficacy Beliefs of Middle-School Mathematics Students (2007, background): “However, the researchers also found no difference on the postdiction measure (Bol et al., 2005).”
The effects of self-regulated learning training on community college students’ metacognition and achievement in developmental math courses (2016, background): “, 2009), and high school students (Bol et al., 2012; Kramarski & Gutman, 2006). The studies that focused on SRL strategies in college students tend to target more advanced course subjects such as organic chemistry (Lynch & Trujillo, 2011) or engineering (Kane, Beals, Valeau, & Johnson, 2004). Studie”
Improving metacognition in the classroom through instruction, training, and feedback (2016, background): “1993), and practice making judgments about performance (Bol et al. 2005) do not improve metacognitive accuracy.”