The effect of distributed monitoring exercises and feedback on performance, monitoring accuracy, and self-efficacy

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Explaining calibration accuracy in classroom contexts: the effects of incentives, reflection, and explanatory style (2008, background): “In some instances, modest gains have been achieved (Hacker et al. 2000; Nietfeld et al. 2006 ), but in other instances, gains have been negligible (Bol and Hacker 2001 ;B ol et al.2005 ;N ietfeld et al. 2005).”
The Impact of Metacognitive Instruction on Creative Problem Solving (2015, background): “…extend the growing body of literature supporting the efficacy for metacognitive instructional training to positively affect important academic outcomes (Delclos & Harrington, 1991; Desoete et al., 2003; Hacker et al., 2000; Harris et al., 2009; Nietfeld et al., 2006; Pressley et al., 2006).”
Enhancing students’ self-regulation and mathematics performance: the influence of feedback and self-evaluative standards (2010, background): “For example, Nietfeld et al. (2006) provided undergraduate students with feedback on calibration and test performance over a period of 16 weeks.”
Metacognition in education: A focus on calibration. (2008, background): “Therefore, in Nietfeld et al. (2006), two sections of an undergraduate educational psychology course were randomly assigned to the monitoring and comparison groups.”