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

Hadwin, Allyson F.; Webster, Elizabeth

doi:10.1016/j.learninstruc.2012.10.001

Cited by 91 publications

(56 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Estos hallazgos son relevantes para la futura investigación en el desarrollo de programas en la interacción en el aula que buscan ayudar a los estudiantes a ser autorregulados y lograr el éxito académico, fomentando el uso de estrategias para establecer objetivos académicos (ChiTung & Ruey-Gwo, 2011;Hadwin & Webster, 2013), gestionar el tiempo académico (Gaeta & Cavazos, 2016), organizar sus recursos materiales y ambientales en instituciones de Educación Superior (Alvarado, Vega, Cepeda, & Del Bosque, 2014). Las estrategias de disposición, a diferencia de las atribuciones de éxito y fracaso y la autoeficacia para la regulación del estudio, son directamente entrenables a través de diferentes estrategias didácticas o metodológicas (Torrano, Fuentes, & Soria, 2017).…”

Section: Discussionunclassified

Disposición al estudio, autoeficacia y atribuciones causales en estudiantes universitarios chilenos

et al. 2018

View full text Add to dashboard Cite

<p>El objetivo de este estudio es: analizar la relación entre (1) Las estrategias disposición al estudio, (2) atribuciones causales (al esfuerzo, capacidad y causas externas) y (3) la percepción de autoeficacia que tienen los estudiantes sobre su capacidad de autorregular sus procesos de disposición al estudio. Método: Se aplicó un instrumento construido por los investigadores denominado Cuestionario de Autorregulación de la Disposición al Estudio a una muestra no probabilística por conveniencia de 695 estudiantes universitarios chilenos de 5 universidades de la provincia de Concepción. Resultados: Se encontraron correlaciones fuertes entre la autoeficacia para la autorregulación de la disposición al estudio y las estrategias de disposición al estudio (r=0.54 a r=0.55). Las estrategias de disposición al estudio presentan correlaciones positivas y moderadas (r=0.38 a r= 0.42) con las atribuciones causales de éxito al esfuerzo, débiles (r=0.15 a r= 0.28) con las atribuciones causales de éxito a la habilidad como a las atribuciones causales de éxito a causas externas, y correlaciones negativas, de débiles a moderadas (r=-0.19 a r= -0.38), con las atribuciones causales de fracaso al esfuerzo, a la habilidad y a causas externas. Conclusiones: Los estudiantes con altos niveles de estrategias de disposición al estudio presentan creencias positivas acerca de la propia capacidad para autorregular sus procesos de disposición al estudio, realizan atribuciones causales de sus éxitos principalmente al esfuerzo y disminuyen las explicaciones de fracasos académicos a su esfuerzo, su capacidad y a causas externas. </p>

show abstract

Section: Discussionunclassified

Disposición al estudio, autoeficacia y atribuciones causales en estudiantes universitarios chilenos

et al. 2018

View full text Add to dashboard Cite

show abstract

“…While greater competence and expertise contributes to more realism in SSA, this leaves the question unanswered as to whether more accurate SSA should be learned, prior to or independent of becoming more competent or proficient in a knowledge domain. Furthermore, it remains unclear as to whether students can be taught to be aware of various human biases or heuristics that contaminate their own self-evaluations (e.g., being overly optimistic about own abilities, believing own ability is above average, neglecting crucial information, making a quick rather than considered assessment, relying on memory of previous performance, activation of inaccurate prior information, believing practice results in less learning, or falsely associating emotional arousal with learning; Baumeister et al 2015;Dunning et al 2004;Hadwin and Webster 2013;Kahneman 2011;Koriat et al 2002;Van Loon et al 2013).…”

Section: Factors Associated With Increased Accuracy In Ssamentioning

confidence: 99%

The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions

2015

View full text Add to dashboard Cite

This paper reviews current known issues in student self-assessment (SSA) and identifies five topics that need further research: (1) SSA typologies, (2) accuracy, (3) role of expertise, (4) SSA and teacher/curricular expectations, and (5) effects of SSA for different students. Five SSA typologies were identified showing that there are different conceptions on the SSA components but the field still uses SSA quite uniformly. A significant amount of research has been devoted to SSA accuracy, and there is a great deal we know about it. Factors that influence accuracy and implications for teaching are examined, with consideration that students' expertise on the task at hand might be an important prerequisite for accurate self-assessment. Additionally, the idea that SSA should also consider the students' expectations about their learning is reflected upon. Finally, we explored how SSA works for different types of students and the challenges of helping lower performers. This paper sheds light on SSA research needs to address the known unknowns in this field. Student self-assessment (SSA) most generally involves a wide variety of mechanisms and techniques through which students describe (i.e., assess) and possibly assign merit or worth to (i.e., evaluate) the qualities of their own learning processes and products. This involves retrospective monitoring of previous performance (Baars et al. 2014) and reporting, hopefully truthfully, the quality of work completed. The purpose of this manuscript is to review what it is known and unknown about student self-assessment (SSA) after decades of research and, based on such evidence, highlight plausible lines of research that could make better known what we currently know is unknown. SSA has been extensively and vigorously recommended as an appropriate approach to student involvement in formative assessment, wherever the Bassessment for learning^reform agenda has been advocated (Berry 2011; Black and Wiliam 1998). Hence, it is important for education that we have a clearer understanding of SSA.While the field of empirical studies into SSA is increasing, it seemed timely to review what has been established in SSA since so many studies seem to only be replicating, in new contexts, what we already know about SSA. Hence, the purpose of this paper is to expand upon these known and unknown issues and consider plausible directions for future research. We consider that the known unknowns, which will be established in this review, are so substantial that our recommendations are unlikely to be a roadmap with clear signposts and indicators of progress. Rather, we consider that this paper functions more as a series of lighthouses highlighting well-trodden rocky shores and pointing out more profitable directions in which SSA research should head.SSA is an important skill for at least four reasons. First, students who are trained in SSA have shown an increase in their learning and academic performance Panadero et al. 2012;Ramdass and Zimmerman 2008). Additionally, accuracy (i.e., reliable and val...

show abstract

“…Based upon the vast amount of literature that has documented the effect of selfesteem (Hadwin and Webster, 2013;Pavandeh, et. al., 2013) and on academic achievement, we felt that it was equally important to examine the effect that cyberbullying has on selfesteem, particularly among Arab American students.…”

Section: Self Esteemmentioning

confidence: 99%

The Impact of Cyberbullying on the Self-Esteem and Academic Functioning of Arab American Middle and High School Students

Yousef

Bellamy

2017

EJREP

View full text Add to dashboard Cite

show abstract

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

Cited by 91 publications

References 27 publications

Disposición al estudio, autoeficacia y atribuciones causales en estudiantes universitarios chilenos

Disposición al estudio, autoeficacia y atribuciones causales en estudiantes universitarios chilenos

The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions

The Impact of Cyberbullying on the Self-Esteem and Academic Functioning of Arab American Middle and High School Students

Contact Info

Product

Resources

About