THE ISSUE OF PSYCHOLOGICAL CALIBRATION BETWEEN STUDENTS’ SELF-PERCEPTION AND THEIR ACTUAL PERFORMANCE

Charles Obugo Okonkwo

Abstract


The prediction of occurrence of events in one’s existence is facilitated by their thoughts; creating the means for exercising control over those things that affect their daily lives (Bandura, 1986). Calibration gauges the degree to which learners can subjectively make a judgment about their ability to perform a task and subsequently be able to make an accurate assessment of how they performed after the task has been concluded. Theoretically, Winne (2001) posits that inaccurately calibrated learners cannot self-regulate productively. This paper review the construct of academic calibration from its conceptual development and its relation to the concept of self-efficacy. The paper outlines significant researchers that support and offer empirical documentation about the construct of academic calibration. 


Keywords


Calibration, Self-Efficacy, Metacognition, Self-Regulation, Self-perception

Full Text:

PDF

References


Anderman, E. M., & Maehr, M. L. (1994). Motivation and schooling in the middle grades. Review of Educational Research, 64, 287-309.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.

Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44, 1175- 1184.

Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117-148.

Bandura, A. (Ed.) (1995). Self-efficacy in changing societies. New York: Cambridge University Press.

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.

Bandura, A., & Schunk, D. H. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 41,586-598.

Bong, M., & Clark, R. E. (1999). Comparison between self-concept and self-efficacy in academic motivation. Educational Psychologist, 34(3), 139 - 153.

Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy.

Educational Psychology Review, 15, 1-40.

Bol, L., & Hacker, D. (2001). The effect of practice tests on students' calibration and performance. Journal of Experimental Education, 69, 133-151.

Chen, P. P. (2003). Exploring the accuracy and predictability of the self-efficacy beliefs of seventh-grade mathematics students. Learning and Individual Differences, 14, 79-92.

Chen, P., & Zimmerman, B. (2007). A cross-national comparison study of self-efficacy beliefs of

middle-school mathematics students. Journal of Experimental Education, 75(3), 221-244.

Chiu, M. M., & Klassen, R. M. (2009). Calibration of reading self-concept and reading achievement among 15-year olds: Cultural differences in 34 countries. Learning and Individual Differences, 19, 372-386.

Chiu, M. M., & McBride-Chang, C. (2006). Gender, context, and reading: a comparison of students in 43 countries. Scientific Studies of Reading, 10, 331-362.

Chiu, M. M., & Klassen, R. M. (2010). Relations of mathematics self-concept and its calibration with mathematics achievement: Cultural differences among fifteen-year olds in 34 countries. Learning and Instruction, 20, 2-17.

Cole, D. A., Martin, J. M., Peeke, L. A., Seroczyn-ski,A. D., &Fier,J. (1999). Children'over-and understimation of academic competence: A longitudinal study of gender differences, depression, and anxiety. Child Development, 70, 459-473.

Connell, J. P., & Ilardi, B.C. (1987). Self-system concomitants of discrepancies between children's and teachers' evaluations of academic competence. Child Development, 58, 1297-1307.

Dunning, D., Heath, C., & Suls, J. M. (2004). Flawed self-assessment: Implications for health, education, and the workplace. Psychological Science in the Public Interest, 5, 69-106.

Eaton, M. J., & Dembo, M. H. (1997). Differences in the motivation beliefs of Asian American and non-Asian students. Journal of Educational Psychology, 89, 443–440.

Garavalia, L. S., & Gredler, M. E. (2002). An exploratory study of academic goal setting, achievement calibration and self-regulated learning. Journal of Instructional Psychology, 29, 221-230.

Heine, S. J. (2004). Positive self-view. Journal of Cultural and Evolutionary Psychology, 2, 109- 122.

Hofstede, G. (2003). Culture’s consequences. Thousand Oaks, CA: Sage.

Klassen, R. M. (2002). A question of calibration: A review of the self-efficacy beliefs of students with learning disabilities. Learning Disability Quarterly, 25, 88-103.

Klassen, R. M. (2004). A cross-cultural investigation of the efficacy beliefs of South Asian immigrant and Anglo non-immigrant early adolescents. Journal of Educational Psychology, 96, 731-742.

Klassen, R. M. (2004). Optimism and realism: A review of self-efficacy from a cross-cultural perspective. International Journal of Psychology, 39, 205-230.

Lent, R. W., & Hackett, G. (1987). Career self-efficacy: Empirical status and future directions. Journal of Vocational Behavior, 30, 347-382.

Lichtenstein S., SLovic P., Fischhoff B., Layman M. & Combs B. (1978). Judged frequency of lethal events. Journal of Experimental Psychology. 4, 551-578.

Lin, L. L., & Zabrucky, K. M. (1998). Calibration of comprehension: Research and implications for education and instruction. Contemporary Educational Psychology, 23, 345-391.

Markus, H. R., & Kitayama, S. (1991). Culture and the self. Psychological Review, 98, 224-253.

Maki, R. H., Shields, M., Wheeler, A. E., & Zacchilli, T. L. (2005). Individual differences in absolute and relative metacomprehension accuracy. Journal of Educational Psychology, 97, 723-731.

McMillian, J. H., & Hearn, J. (2009). Student self-assesment: The key to stronger student motivation and higher achievement. The Educational Digest, 74, 39-44.

O’Connor, M. (1989). Models of human behavior and confidence in judgment: A review.

International Journal of Forecasting, 5, 159-169.

Oettingen, G. (1995). Cross-cultural perspectives on self-efficacy. In A. Bandura (Ed.), Self- efficacy in changing societies (pp. 149–176). Cambridge, England: Cambridge University Press.

Pajares, F. (1996). Self-Efficacy Beliefs in Academic Settings. Review of Educational Research, 66, 4, 543-578.

Pajares, F. (1997). Current directions in self-efficacy research. In M. Maehr & P. R. Pintrich (Eds.). Advances in motivation and achievement. (Vol. 10, pp. 1-49). Greenwich, CT: JAI Press.

Pajares, F. (2000, April). Seeking a culturally attentive educational psychology. Paper presented at the meeting of the American Educational Research Association, New Orleans, LA.

Pajares, F., & Graham, L. (1999). Self-efficacy, motivation constructs, and mathematics performance of entering middle school students. Contemporary Educational Psychology, 24, 124-139.

Pajares, F., & Kranzler, J. (1995). Self-efficacy beliefs and general mental ability in mathematical problem-solving. Contemporary Educational Psychology, 20, 426-443.

Pajares, F., & Miller, M. D. (1997). Mathematics self-efficacy and mathematical problem- solving: Implications of using different forms of assessment. Journal of Experimental Education, 65, 213-228.

Pajares, F., & Schunk, D. H. (2001). Self-beliefs and school success: Self-efficacy, self-concept, and school achievement. In R. Riding & S. Rayner (Eds.), Self-perception (pp. 239-266). London: Ablex Publishing.

Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 76(4), 385-407.

Pintrich, P. R., Wolters, C. A., & Baxter, G. P. (2000). Assessing metacognition and self- regulated learning. In G. Schraw, & J. C. Impara (Eds.), Issues in the Measurement of Metacognition (pp. 43-97). Lincoln, NE: Buros Institute of Mental Measurements.

Skaalvik, E. & Rankin, R. J. (1996, April). Self-concept and self-efficacy: Conceptual analysis. Paper presented at the meeting of the American Educational Research Association, New York.

Schaefer, P. S., Williams, C. C., Goodie, A. S., & Campbell, W. K. (2003). Overconfidence and the big five. Journal of Research in Personality, 38, 473-480.

Schraw, G. (1995). Measures of feeling-of-knowing accuracy: A new look at an old

problem. Applied Cognitive Psychology, 9, 321-332.

Schunk, D. H., & Pajares, F. (2002). The development of academic self-efficacy. In A. Wigfield & J. Eccles (Eds.), Development of achievement motivation (pp. 16-31). San Diego: Academic Press.

Stone, C. A. & May, A. L. (2002). The accuracy of academic self-evaluation in adolescents with learning disabilities. Journal of Learning Disabilities, 35, 370-383.

Triandis, H. C. (1996). The psychological measurement of cultural syndromes. American Psychologist, 51, 407–415.

Vancouver, J. B., & Kendall, L. N. (2006). When self-efficacy negatively relates to motivation and performance in a learning context. Journal of Applied Psychology, 91, 1146-1153.

Winne, P. H. (2001). Self-regulated learning viewed from models of information processing. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed., pp. 153–189). Hillsdale: Erlbaum.

Winne, P. H., & Jamieson-Noel, D. (2002). Exploring students' calibration of self-reports about study tactics and achievement. Contemporary Educational Psychology, 27(4), 551-572.

Winne, P. H., & Perry, N. E. (2000). Measuring self-regulated learning. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 531–566). Orlando: Academic.

Wood, R. E., & Bandura, A. (1989). Social cognitive theory of organizational management. Academy of Management Review, 14, 361-384.

Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25, 3-17.

Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81, 329-339.

Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82, 51-59.


Refbacks

  • There are currently no refbacks.


 

 

 

 

   

 

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.