Explaining calibration accuracy in classroom contexts: the effects of incentives, reflection, and explanatory style

By Douglas J. Hacker, Linda Bol, Kamilla Bahbahani. 2008

218 citations recorded by the source corpus.

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Training metacognition in the classroom: the influence of incentives and feedback on exam predictions (2011, methodology): “Under these conditions there was no improvement in calibration or exam performance, thus corroborating Hacker et al. (2008). In Experiment 2 we attempted to change the type of feedback that was given to students by providing”
Reading on Paper and Digitally: What the Past Decades of Empirical Research Reveal (2017, background): “We also wanted to base our interpretations on something other than readers’ self-perceptions, which are often inaccurate (Ackerman & Goldsmith, 2011; Hacker, Bol, & Bahbahani, 2008; Singer & Alexander, 2017).”
Metacognition in education: A focus on calibration. (2008, methodology): “Even though our (Hacker et al., 2007) reflection and feedback condition was similar to that reported by Nietfeld, Cao et al. (2006), we found contradictory results.”