Exploring students’ calibration of self reports about study tactics and achievement

By Philip H. Winne, Dianne Jamieson-Noel. 2002

492 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/92f1bce825f0c03921f87d38d636c22512de7c20

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Ernesto Panadero
2. Roger Azevedo
3. Sanna Järvelä
4. B. Zimmerman
5. Allyson Fiona Hadwin
6. T. Cleary
7. Jeffrey Alan Greene
8. Stephanie Pieschl

In Education

1. Ernesto Panadero
2. Roger Azevedo
3. B. Zimmerman
4. Sanna Järvelä
5. Stephanie Pieschl
6. Jeffrey Alan Greene
7. Allyson Fiona Hadwin
8. T. Cleary

Citations in the corpus

• Motivation and self-regulated strategy use: Relationships to primary school students’ English writing in Hong Kong (2019, background): “Even if they had a higher level of self-efficacy, they were more likely to overestimate their ability to complete a task (Yeung, Lau & Nie, 2011) or overestimate their use of SRL strategies (Winne & Jamieson-Noel, 2002).”
• Modeling Epistemic and Ontological Cognition: Philosophical Perspectives and Methodological Directions (2008, methodology): “However, self-report data about cognition and studying have been found to be notoriously inaccurate (Winne & Jamieson-Noel, 2002).”
• Conceptions of Efficiency: Applications in Learning and Problem Solving (2010, result): “These findings are especially relevant as previous research indicates overconfident individuals' moderate effort ( Chen, 2002 ; Chen & Zimmerman, 2007 ; Winne & Jamieson-Noel, 2002 ), which in turn may negatively influence performance.”
• Effectiveness of the Self-Regulation Empowerment Program With Urban High School Students (2008, background): “Research has shown students to often be inaccurate reporters of their behaviors (Winne & Jamieson-Noel, 2002).”
• Evaluating metacognitive self-reports: systematic reviews of the value of self-report in metacognitive research (2020, methodology): “Regulation was assessed through retrospective interviews, confidence judgments (CJ), think aloud protocols (TAP), PrepMate (Winne and Jamieson-Noel 2002), Index of Reading Awareness (IRA; Van Kraayenoord and Schneider 1999), the Meta-comprehension Strategies Index (MSI; Sperling et al. 2002), Cognit”
• Using multiple, contextualized data sources to measure learners’ perceptions of their self-regulated learning (2015, background): “The focus on self-report might be considered a limitation in this study considering previous research demonstrated learners’ self-reports are not always aligned with what they actually do (Hadwin et al. 2007; Winne and Jamieson-Noel 2002).”
• College students’ homework and academic achievement: The mediating role of self-regulatory beliefs (2009, background): “Because of these concerns about the social desirability and accuracy of recall, it would be desirable in future research to collect behavior measures of homework completion, as well as student reports (Winne and Jamieson-Noel 2002; Winne and Perry 2000; Zimmerman 2008).”