Book contents
- The Cambridge Handbook of Cognition and Education
- The Cambridge Handbook of Cognition and Education
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- How Cognitive Psychology Can Inform Evidence-Based Education Reform
- Part I Foundations
- Part II Science and Math
- Part III Reading and Writing
- Part IV General Learning Strategies
- Part V Metacognition
- 23 Self-Regulation in Computer-Assisted Learning Systems
- 24 Improving Students’ Metacomprehension Accuracy
- 25 Calibration and Self-Regulated Learning
- 26 Teachers’ Judgments of Student Learning of Mathematics
- 27 Learning Strategies and Self-Regulated Learning
- Index
- References
25 - Calibration and Self-Regulated Learning
Making the Connections
from Part V - Metacognition
Published online by Cambridge University Press: 08 February 2019
Book contents
- The Cambridge Handbook of Cognition and Education
- The Cambridge Handbook of Cognition and Education
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- How Cognitive Psychology Can Inform Evidence-Based Education Reform
- Part I Foundations
- Part II Science and Math
- Part III Reading and Writing
- Part IV General Learning Strategies
- Part V Metacognition
- 23 Self-Regulation in Computer-Assisted Learning Systems
- 24 Improving Students’ Metacomprehension Accuracy
- 25 Calibration and Self-Regulated Learning
- 26 Teachers’ Judgments of Student Learning of Mathematics
- 27 Learning Strategies and Self-Regulated Learning
- Index
- References
Summary
Calibration is a measure of the degree to which people’s subjective judgments of performance correspond to their actual performance. In this review of the recent calibration research, we focused on studies establishing a link between calibration accuracy and academic performance. We review these studies in light of self-regulated learning theory and identify interventions leading to successful calibration and learning. We conclude that interventions designed to increase accuracy and learning will be more successful if all three elements of self-regulated learning are included (i.e., forethought, performance, and self-reflection). Successful interventions (1) clearly target specific content, (2) provide explicit instruction in processes that aid in both monitoring and regulating learning of that content, and (3) consist of multiple procedures for monitoring and regulating learning.
- Type
- Chapter
- Information
- The Cambridge Handbook of Cognition and Education , pp. 647 - 677Publisher: Cambridge University PressPrint publication year: 2019
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