Calibration in goal setting: Examining the nature of judgments of confidence

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How Does Metacognition Contribute to the Regulation of Learning? An Integrative Approach (2014, background): “Hadwin and Webster (2013) also showed that people become less overconfident with time as regards the calibration of their goal setting.”
Activation of inaccurate prior knowledge affects primary-school students' metacognitive judgments and calibration (2013, background): “In order to study efficiently, students have to accurately monitor the quality of their learning while studying, that is, by correctly judging the extent to which the studied information has been understood (e.g. Hadwin & Webster, 2013; Nelson & Narens, 1990; Thiede, Anderson, & Therriault, 2003).”
The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions (2016, background): “…prior information, believing practice results in less learning, or falsely associating emotional arousal with learning; Baumeister et al, 2015; Dunning et al, 2004; Hadwin & Webster, 2013; Kahneman, 2011; Koriat, Shefer, & Ma’ayam, 2002; Van Loon, De Bruin, Van Gog, & Van Merriënboer, 2013).”