Examining the Associations Between Calibration Accuracy and Executive Functions in Physical Education

Abstract

<p style="text-align: justify;">This study examined students’ calibration of performance in a sport skill in relation to their performance in an executive functions test. A total of 265 students in the fourth, fifth, and sixth grades participated in the study. The students took an executive functions test, and then they were tested on a basketball shooting test, after having provided a personal estimation regarding their performance. Based on students’ actual and estimated performance, the bias index was calculated to classify students into three categories; accurates, underestimators and overestimators, while the accuracy index (absolute values of the bias index) was also calculated. The results showed a positive but small magnitude relation between students’ scores in the executive functions test and their performance calibration, while accurate scored higher on the executive function test compared to over estimators and under estimators. These results are similar to those of previous studies with elementary school children that employed cognitive tasks and were discussed with reference to theoretical and empirical implications.</p>

Exploring University Students’ Justifications for Making Metacognitive Judgments of Learning

“…Indeed, focusing on the discrepancy between judged and actual performance, calibration can inform students how close to reality their beliefs about learning and performance are [5]. Moreover, calibration accuracy seems to be associated with executive functions [6]. Most importantly, calibration can affect students' decisions during learning and performance, as it is associated with their motivation and self-regulated learning [7].…”