%0 Journal Article %1 Pieschl\_Metacognitive\_calibration--An\_\_2009 %A Pieschl, Stephanie %C Germany %D 2009 %I Springer %J Metacognition and Learning %K Calibration metacognitiv theoretical %N 1 %P 3-31 %T Metacognitive calibration--An extended conceptualization and potential applications. %V 4; Jg. Apr, 2009 %X In this theoretical paper, I present a short critical review of research on calibration. Based on this conceptual analysis I argue for two extensions of this construct: In addition to traditional applications, the methodology should be transferred to also measure calibration between students' metacognitive control processes (traditionally, only students' metacognitive judgments were considered) and important external criteria (traditionally, judgments were only compared to students' own performance). As an illustrative example, one application context will be highlighted where these proposed extensions would alleviate potential problems with the traditional conceptualization: While students' idiosyncratic task definitions constitute unwanted error variance in the traditional account it would be possible to investigate them as a primary research question within this extended notion. More specifically, it would be possible to investigate how well students' learning processes match objective task demands. I will put forward theoretical and empirical arguments in favor of these suggestions. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

@article{Pieschl\_Metacognitive\_calibration--An\_\_2009, abstract = {In this theoretical paper, I present a short critical review of research on calibration. Based on this conceptual analysis I argue for two extensions of this construct: In addition to traditional applications, the methodology should be transferred to also measure calibration between students' metacognitive control processes (traditionally, only students' metacognitive judgments were considered) and important external criteria (traditionally, judgments were only compared to students' own performance). As an illustrative example, one application context will be highlighted where these proposed extensions would alleviate potential problems with the traditional conceptualization: While students' idiosyncratic task definitions constitute unwanted error variance in the traditional account it would be possible to investigate them as a primary research question within this extended notion. More specifically, it would be possible to investigate how well students' learning processes match objective task demands. I will put forward theoretical and empirical arguments in favor of these suggestions. (PsycINFO Database Record (c) 2012 APA, all rights reserved)}, added-at = {2014-12-25T08:25:37.000+0100}, address = {Germany}, author = {Pieschl, Stephanie}, biburl = {https://www.bibsonomy.org/bibtex/2faf7d99317a488bc922b573876ce50b9/ulf06}, description = {DigiBib}, howpublished = {Artikel}, interhash = {eec313e870d3e72ab46405395b4e46fc}, intrahash = {faf7d99317a488bc922b573876ce50b9}, issn = {1556-1623 (Print) ; 1556-1631 (Electronic)}, journal = {Metacognition and Learning}, key = {DOI: 10.1007/s11409-008-9030-4}, keywords = {Calibration metacognitiv theoretical}, note = {Quelldatenbank: EBPSY ; Format:marcform: print ; Umfang: 3-31}, number = 1, organization = {; AERA; Psychological Department, University of Muenster}, pages = {3-31}, publisher = {Springer}, timestamp = {2014-12-29T10:52:40.000+0100}, title = {Metacognitive calibration--An extended conceptualization and potential applications.}, type = {continuing; text}, volume = {4; Jg. Apr, 2009}, year = 2009 }