메뉴 건너뛰기




Volumn 24, Issue 1, 2013, Pages 37-47

Calibration in goal setting: Examining the nature of judgments of confidence

Author keywords

Calibration; Judgments of confidence; Self evaluations of goal attainment; Self regulated learning

Indexed keywords


EID: 84871008450     PISSN: 09594752     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.learninstruc.2012.10.001     Document Type: Article
Times cited : (79)

References (38)
  • 1
    • 0000268139 scopus 로고
    • The explanatory and predictive scope of self-efficacy theory
    • Bandura A. The explanatory and predictive scope of self-efficacy theory. Journal of Social and Clinical Psychology 1986, 4:359-373. 10.1521/jscp.1986.4.3.359.
    • (1986) Journal of Social and Clinical Psychology , vol.4 , pp. 359-373
    • Bandura, A.1
  • 2
    • 77952887546 scopus 로고    scopus 로고
    • Using multiple calibration indices in order to capture the complex picture of what affects students' accuracy of feeling of confidence
    • Boekaerts M., Rozendaal J.S. Using multiple calibration indices in order to capture the complex picture of what affects students' accuracy of feeling of confidence. Learning and Instruction 2010, 20:372-382. 10.1016/j.learninstruc.2009.03.002.
    • (2010) Learning and Instruction , vol.20 , pp. 372-382
    • Boekaerts, M.1    Rozendaal, J.S.2
  • 3
    • 33646681643 scopus 로고    scopus 로고
    • Sources of science self-efficacy beliefs of middle school students
    • Britner S.L., Pajares F. Sources of science self-efficacy beliefs of middle school students. Journal of Research in Science Teaching 2006, 43:485-499. 10.1002/tea.20131.
    • (2006) Journal of Research in Science Teaching , vol.43 , pp. 485-499
    • Britner, S.L.1    Pajares, F.2
  • 4
    • 84970331366 scopus 로고
    • Feedback and self-regulated learning: a theoretical synthesis
    • Butler D.L., Winne P.H. Feedback and self-regulated learning: a theoretical synthesis. Review of Educational Research 1995, 65(3):245-281. 10.3102/00346543065003245.
    • (1995) Review of Educational Research , vol.65 , Issue.3 , pp. 245-281
    • Butler, D.L.1    Winne, P.H.2
  • 5
    • 84871000889 scopus 로고    scopus 로고
    • What are confidence judgments made of? Students' explanations for their confidence ratings and what that means for calibration
    • Dinsmore D.L., Parkinson M.M. What are confidence judgments made of? Students' explanations for their confidence ratings and what that means for calibration. Learning and Instruction 2013, 24:4-14.
    • (2013) Learning and Instruction , vol.24 , pp. 4-14
    • Dinsmore, D.L.1    Parkinson, M.M.2
  • 6
    • 84859977288 scopus 로고    scopus 로고
    • Overconfidence produces underachievement: inaccurate self evaluations undermine students' learning and retention
    • Dunlosky J., Rawson K. Overconfidence produces underachievement: inaccurate self evaluations undermine students' learning and retention. Learning and Instruction 2012, 22:271-280. 10.1016/j.learninstruc.2011.08.003.
    • (2012) Learning and Instruction , vol.22 , pp. 271-280
    • Dunlosky, J.1    Rawson, K.2
  • 8
    • 0036014320 scopus 로고    scopus 로고
    • A question of calibration: a review of the self-efficacy beliefs of students with learning disabilities
    • Klassen R. A question of calibration: a review of the self-efficacy beliefs of students with learning disabilities. Learning Disability Quarterly 2002, 25:88-102.
    • (2002) Learning Disability Quarterly , vol.25 , pp. 88-102
    • Klassen, R.1
  • 9
    • 84859784664 scopus 로고    scopus 로고
    • The self-consistency model of subjective confidence
    • Koriat A. The self-consistency model of subjective confidence. Psychological Review 2012, 119:80-113. 10:1037/a0025648.
    • (2012) Psychological Review , vol.119 , pp. 80-113
    • Koriat, A.1
  • 11
    • 0000249767 scopus 로고
    • Mathematics self-efficacy: sources and relation to science-based career choice
    • Lent R.W., Lopez F.G., Bieschke K.J. Mathematics self-efficacy: sources and relation to science-based career choice. Journal of Counseling Psychology 1991, 38:424-430. 10.1037/0022-0167.38.4.424.
    • (1991) Journal of Counseling Psychology , vol.38 , pp. 424-430
    • Lent, R.W.1    Lopez, F.G.2    Bieschke, K.J.3
  • 12
    • 84870885674 scopus 로고    scopus 로고
    • Building a practically useful theory of goal setting and task motivation: a 35-year odyssey
    • Locke E.A., Latham G.P. Building a practically useful theory of goal setting and task motivation: a 35-year odyssey. American Psychologist 2002, 57(9):705-717.
    • (2002) American Psychologist , vol.57 , Issue.9 , pp. 705-717
    • Locke, E.A.1    Latham, G.P.2
  • 13
    • 84990479558 scopus 로고
    • Sources of mathematics self-efficacy in high school students
    • Lopez F.G., Lent R. Sources of mathematics self-efficacy in high school students. Career Development Quarterly 1992, 41:3-12. 10.1002/j.2161-0045.1992.tb00350.x.
    • (1992) Career Development Quarterly , vol.41 , pp. 3-12
    • Lopez, F.G.1    Lent, R.2
  • 14
    • 77956710486 scopus 로고    scopus 로고
    • Metacomprehension of text: influence of absolute confidence level on bias and accuracy
    • Maki R. Metacomprehension of text: influence of absolute confidence level on bias and accuracy. The Psychology of Learning and Motivation 1998, 38:223-248. 10.1016/S0079-7421(08)60188-7.
    • (1998) The Psychology of Learning and Motivation , vol.38 , pp. 223-248
    • Maki, R.1
  • 15
    • 84970278517 scopus 로고
    • When people's judgments of learning (JOLs) are extremely accurate at predicting subsequent recall: the "Delayed-JOL Effect"
    • Nelson T.O., Dunlosky J. When people's judgments of learning (JOLs) are extremely accurate at predicting subsequent recall: the "Delayed-JOL Effect" Psychological Science 1991, 2:267-270. 10.1111/j.1467-9280.1991.tb00147.x.
    • (1991) Psychological Science , vol.2 , pp. 267-270
    • Nelson, T.O.1    Dunlosky, J.2
  • 16
    • 33947278626 scopus 로고    scopus 로고
    • Metacognitive monitoring accuracy and student performance in the postsecondary classroom
    • Nietfeld J.L., Cao L., Osborne J.W. Metacognitive monitoring accuracy and student performance in the postsecondary classroom. The Journal of Experimental Education 2005, 74:7-28.
    • (2005) The Journal of Experimental Education , vol.74 , pp. 7-28
    • Nietfeld, J.L.1    Cao, L.2    Osborne, J.W.3
  • 17
    • 0030352186 scopus 로고    scopus 로고
    • Self-efficacy beliefs in academic settings
    • Pajares F. Self-efficacy beliefs in academic settings. Review of Educational Research 1996, 66:543-578. 10.3102/00346543066004543.
    • (1996) Review of Educational Research , vol.66 , pp. 543-578
    • Pajares, F.1
  • 18
    • 59849106515 scopus 로고    scopus 로고
    • Metacognitive calibration-an extended conceptualization and potential applications
    • Pieschl S. Metacognitive calibration-an extended conceptualization and potential applications. Metacognition and Learning 2009, 4:3-31. 10.1007/s11409-008-9030-4.
    • (2009) Metacognition and Learning , vol.4 , pp. 3-31
    • Pieschl, S.1
  • 19
    • 0000931132 scopus 로고    scopus 로고
    • The role of goal orientation in self-regulated learning
    • Academic Press, San Diego, CA, M. Boekaerts, P.R. Pintrich, M. Zeidner (Eds.)
    • Pintrich P.R. The role of goal orientation in self-regulated learning. Handbook of self-regulation 2000, 451-502. Academic Press, San Diego, CA. M. Boekaerts, P.R. Pintrich, M. Zeidner (Eds.).
    • (2000) Handbook of self-regulation , pp. 451-502
    • Pintrich, P.R.1
  • 20
    • 59849124050 scopus 로고    scopus 로고
    • A conceptual analysis of five measures of metacognitive monitoring
    • Schraw G. A conceptual analysis of five measures of metacognitive monitoring. Metacognition Learning 2009, 4:33-45. 10.1007/s11409-008-9031-3.
    • (2009) Metacognition Learning , vol.4 , pp. 33-45
    • Schraw, G.1
  • 21
    • 0034417414 scopus 로고    scopus 로고
    • Exploring the relationship between calibration and self-regulated learning
    • Stone N.J. Exploring the relationship between calibration and self-regulated learning. Educational Psychology Review 2000, 12:437-475. 10.1023/A:1009084430926.
    • (2000) Educational Psychology Review , vol.12 , pp. 437-475
    • Stone, N.J.1
  • 22
    • 63849205314 scopus 로고    scopus 로고
    • Sources of self-efficacy in school: critical review of the literature and future directions
    • Usher E.A., Pajares F. Sources of self-efficacy in school: critical review of the literature and future directions. Review of Educational Research 2008, 78:751-796. 10.3102/0034654308321456.
    • (2008) Review of Educational Research , vol.78 , pp. 751-796
    • Usher, E.A.1    Pajares, F.2
  • 23
    • 84871003617 scopus 로고    scopus 로고
    • (in preparation). Learning to set task-specific goals for self-regulated learning in undergraduate courses.
    • Webster, E. A., Hadwin, A. F., & Helm, S. (in preparation). Learning to set task-specific goals for self-regulated learning in undergraduate courses.
    • Webster, E.A.1    Hadwin, A.F.2    Helm, S.3
  • 24
    • 84963141261 scopus 로고
    • Theories of instruction and of intelligence for designing artificially intelligent tutoring systems
    • Winne P.H. Theories of instruction and of intelligence for designing artificially intelligent tutoring systems. Educational Psychologist 1989, 24:229-259.
    • (1989) Educational Psychologist , vol.24 , pp. 229-259
    • Winne, P.H.1
  • 25
    • 84865631427 scopus 로고
    • Inherent details in self-regulated learning
    • Winne P.H. Inherent details in self-regulated learning. Educational Psychologist 1995, 30:173-187. 10.1207/s15326985ep3004_2.
    • (1995) Educational Psychologist , vol.30 , pp. 173-187
    • Winne, P.H.1
  • 26
    • 0012867376 scopus 로고    scopus 로고
    • Self-regulated learning viewed from models of information processing
    • Lawrence Erlbaum Associates, Mahwah, NJ, B.J. Zimmerman, D.H. Schunk (Eds.)
    • Winne P.H. Self-regulated learning viewed from models of information processing. Self-regulated learning and academic achievement: Theoretical perspectives 2001, 153-189. Lawrence Erlbaum Associates, Mahwah, NJ. 2nd ed. B.J. Zimmerman, D.H. Schunk (Eds.).
    • (2001) Self-regulated learning and academic achievement: Theoretical perspectives , pp. 153-189
    • Winne, P.H.1
  • 27
    • 27144524059 scopus 로고    scopus 로고
    • Students' calibration of knowledge and learning processes: implications for designing powerful software learning environments
    • Winne P.H. Students' calibration of knowledge and learning processes: implications for designing powerful software learning environments. International Journal of Educational Research 2004, 41:466-488. 10.1016/j.ijer.2005.08.012.
    • (2004) International Journal of Educational Research , vol.41 , pp. 466-488
    • Winne, P.H.1
  • 28
    • 77958137407 scopus 로고    scopus 로고
    • Improving measurements of self-regulated learning
    • Winne P.H. Improving measurements of self-regulated learning. Educational Psychologist 2010, 45:267-276.
    • (2010) Educational Psychologist , vol.45 , pp. 267-276
    • Winne, P.H.1
  • 29
    • 84855557545 scopus 로고    scopus 로고
    • A cognitive and metacognitive analysis of self-regulated learning
    • Routledge, New York, NY, B.J. Zimmerman, D.H. Schunk (Eds.)
    • Winne P.H. A cognitive and metacognitive analysis of self-regulated learning. Handbook of self-regulation of learning and performance 2011, 15-32. Routledge, New York, NY. B.J. Zimmerman, D.H. Schunk (Eds.).
    • (2011) Handbook of self-regulation of learning and performance , pp. 15-32
    • Winne, P.H.1
  • 30
    • 0001982885 scopus 로고    scopus 로고
    • Studying as self-regulated engagement in learning
    • Lawrence Erlbaum, Hillsdale, NJ, D. Hacker, J. Dunlosky, A. Graesser (Eds.)
    • Winne P.H., Hadwin A.F. Studying as self-regulated engagement in learning. Metacognition in educational theory and practice 1998, 277-304. Lawrence Erlbaum, Hillsdale, NJ. D. Hacker, J. Dunlosky, A. Graesser (Eds.).
    • (1998) Metacognition in educational theory and practice , pp. 277-304
    • Winne, P.H.1    Hadwin, A.F.2
  • 32
    • 0036812294 scopus 로고    scopus 로고
    • Exploring students' calibration of self-reports about study tactics and achievement
    • Winne P.H., Jamieson-Noel D. Exploring students' calibration of self-reports about study tactics and achievement. Contemporary Educational Psychology 2002, 27:551-572. 10.1016/S0361-476X(02)00006-1.
    • (2002) Contemporary Educational Psychology , vol.27 , pp. 551-572
    • Winne, P.H.1    Jamieson-Noel, D.2
  • 33
    • 79960724127 scopus 로고    scopus 로고
    • Statistical estimates of learners' judgments about knowledge in calibration of achievement
    • Winne P.H., Muis K.R. Statistical estimates of learners' judgments about knowledge in calibration of achievement. Metacognition and Learning 2011, 6:179-193. 10.1007/s11409-011-9074-8.
    • (2011) Metacognition and Learning , vol.6 , pp. 179-193
    • Winne, P.H.1    Muis, K.R.2
  • 34
    • 0002848223 scopus 로고    scopus 로고
    • Measuring self-regulated learning
    • Academic Press, Orlando, FL, M. Boekaerts, P. Pintrich, M. Zeidner (Eds.)
    • Winne P.H., Perry N.E. Measuring self-regulated learning. Handbook of self-regulation 2000, 531-566. Academic Press, Orlando, FL. M. Boekaerts, P. Pintrich, M. Zeidner (Eds.).
    • (2000) Handbook of self-regulation , pp. 531-566
    • Winne, P.H.1    Perry, N.E.2
  • 35
    • 42149158215 scopus 로고    scopus 로고
    • Adult metacomprehension: judgment processes and accuracy constraints
    • Zhao Q., Linderholm T. Adult metacomprehension: judgment processes and accuracy constraints. Educational Psychology Review 2008, 20:191-206. 10.1007/s10648-008-9073-8.
    • (2008) Educational Psychology Review , vol.20 , pp. 191-206
    • Zhao, Q.1    Linderholm, T.2
  • 36
    • 0002115332 scopus 로고    scopus 로고
    • Attaining self-regulation: a social cognitive perspective
    • Academic Press, San Diego, M. Boekaerts, P.R. Pintrich, M. Zeidner (Eds.)
    • Zimmerman B.J. Attaining self-regulation: a social cognitive perspective. Handbook of self-regulation 2000, 13-39. Academic Press, San Diego. M. Boekaerts, P.R. Pintrich, M. Zeidner (Eds.).
    • (2000) Handbook of self-regulation , pp. 13-39
    • Zimmerman, B.J.1
  • 37
    • 84920658880 scopus 로고    scopus 로고
    • Goal setting: a key proactive source of academic self-regulation
    • Erlbaum, New York, NY, D.H. Schunk, B.J. Zimmerman (Eds.)
    • Zimmerman B.J. Goal setting: a key proactive source of academic self-regulation. Motivation and self-regulated learning: Theory, research, and applications 2008, 267-295. Erlbaum, New York, NY. D.H. Schunk, B.J. Zimmerman (Eds.).
    • (2008) Motivation and self-regulated learning: Theory, research, and applications , pp. 267-295
    • Zimmerman, B.J.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.