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Examining the role of calibration of executive function performance in college learners' regulation
Author(s) -
Follmer D. Jake
Publication year - 2021
Publication title -
applied cognitive psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.719
H-Index - 100
eISSN - 1099-0720
pISSN - 0888-4080
DOI - 10.1002/acp.3787
Subject(s) - metacognition , psychology , measure (data warehouse) , calibration , variance (accounting) , academic achievement , function (biology) , sample (material) , multilevel model , developmental psychology , cognition , cognitive psychology , statistics , computer science , data mining , mathematics , neuroscience , evolutionary biology , biology , chemistry , accounting , chromatography , business
Summary This study examined learners' calibration of their executive function performance and the contribution of learners' calibration accuracy to their self‐regulated learning. A measure of calibration bias of EF performance is introduced and an evaluation of the utility of the measure is presented. Direct and indirect measures of EF, an assessment of students' metacognitive strategy use, and academic achievement information were obtained from a sample of 189 college learners. Findings revealed that students who were overconfident in their appraisal of their EF performance obtained significantly higher scores on a criterion self‐report measure of EF. Evaluation of hierarchical regression analyses revealed that learners' ability to monitor their EF performance predicted criterion measures of EF and metacognitive strategy use, and accounted for unique variance in both outcomes after controlling for their academic achievement. The utility of this calibration bias measure as well as implications for future research are discussed.