Metacognition in education: A focus on calibration.

By Douglas J. Hacker, Linda Bol, Matt C. Keener. 2008

125 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/f528f4f2344c5ae682ef9058da43803c87d0bb08

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Citations in the corpus

Students' intentions to study non-compulsory mathematics: the importance of how good you think you are (2015, background): “The degree to which self-beliefs or judgments (such as self-concept) reflect an actual situation (such as attainment evidenced through examinations) has been called ‘calibration’; this can measure the overall accuracy of beliefs and the bias or direction of any discrepancy (Hacker et al., 2008).”
Metacognition and control of study choice in children (2013, background): “Studies with adults show a relation between poor task performance levels and overconfidence (Connor et al. 1997; Hacker et al. 2010; Kruger and Dunning 1999; Richards and Nelson 2004; Scheck and Nelson 2005), making it difficult to interpret the selective overconfidence in Experiment 2 as being attr”
Miscalibration of self-efficacy and academic performance: Self-efficacy ≠ self-fulfilling prophecy (2019, methodology): “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.”
Enhancing attention and memory during video-recorded lectures. (2015, background): “Consider, for example, the calibration between students’ predictions of how well they think they have learned a particular subset of materials and performance measures that assess how well they actually retain that information (Hacker et al., 2008).”