Students are better calibrated in predicting achievement than in reporting specific study tactics (Winne & Jamieson-Noel 2002)¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2 · i3 large
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2022: tool and model accuracy changes quickly

Subclaims¶

q2 i3 Median calibration of achievement predictions was high (r = .88), while calibration of study-tactic self-reports was low (r = .34). → Rovers 2019 q2 i? Calibration of study tactics was not related to achievement, while calibration of achievement was, suggesting the two forms of calibration tap different constructs. → Rovers 2019 (2)

Evidence¶

Rovers 2019¶

Rovers, S. F. E., Clarebout, G., Savelberg, H. H. C. M., de Bruin, A. B. H., & van Merriënboer, J. J. G. (2019). Granularity matters: comparing different ways of measuring self-regulated learning. Metacognition and Learning. https://doi.org/10.1007/s11409-019-09188-6

q2 · i3 · review · r2

Review reports Winne and Jamieson-Noel (2002), in which students studied a lightning-formation chapter in PrepMate and achievement calibration was assessed against traced study tactics; median calibration r = .88 with variability across items.

"It was found that despite a consistent general tendency for overconfidence, students were quite well calibrated in terms of their achievement, with a median calibration of r= .88"

Rovers 2019 (2)¶

Rovers, S. F. E., Clarebout, G., Savelberg, H. H. C. M., de Bruin, A. B. H., & van Merriënboer, J. J. G. (2019). Granularity matters: comparing different ways of measuring self-regulated learning. Metacognition and Learning. https://doi.org/10.1007/s11409-019-09188-6

q2 · i? · review · r2

Same review-reported study: tactic-report calibration showed no relation to achievement whereas achievement calibration and prior knowledge did; the review interprets this as two forms of calibration tapping different constructs.

"calibration of study tactics was not related to achievement, while prior knowledge and calibration of achievement were in fact related to achievement"

Discussion¶

Related Claims¶

• Self-regulated learning models treat self-monitoring as a core process through which learners notice gaps and adjust strategy — related
• Trace data tend to predict achievement better than self-reports, but self-reports of global SRL intensity can outperform traces — related
• Prior Knowledge Needed For Accurate Self Assessment — related