Explaining calibration accuracy in classroom contexts: the effects of incentives, reflection, and explanatory style |
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Authors: | Douglas J Hacker Linda Bol Kamilla Bahbahani |
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Institution: | (1) Department of Educational Psychology, University of Utah, 1705 E. Campus Center Drive, Room 327, Salt Lake City, UT 84112-9255, USA;(2) Old Dominion University, Norfolk, VA, USA |
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Abstract: | A 2 × 2 quasi-experimental design was used to investigate the impact of extrinsic incentives and reflection on students’ calibration
of exam performance. We further examined the relationships among attributional style, performance, and calibration judgments.
Participants were 137 college students enrolled in an educational psychology course. Results differed as a function of exam
performance. Higher-performing students were very accurate in their calibration and did not show significant improvements
across a semester-length course. Attributional style did not significantly contribute to their calibration judgments. Lower-performing
students, however, were less accurate in their calibration, and students in the incentives condition showed significant increases
in calibration. Beyond exam scores, attributional style constructs were significant predictors of calibration judgments for
these students. The constructs targeting study and social variables accounted for most of the additional explained variance.
The qualitative data also revealed differences by performance level in open-ended explanations for calibration judgments. |
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Keywords: | Calibration Metacognitive monitoring Absolute accuracy Prediction Postdiction Attributional style |
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