Date of Degree


Document Type


Degree Name



Educational Psychology


Peggy P. Chen

Subject Categories

Educational Psychology


Calibration, Mathematics, Metacognition, Self-regulated learning


The purpose of this study was to investigate the effects of a self-regulatory strategy intervention designed to improve participants' calibration accuracy, self-regulatory skills, and math achievement. Monitoring and self-reflection processes were the main focus of this intervention as they are key processes in many well-validated models of self-regulated learning and have been found to impact academic achievement and overall self-regulatory skill (Bol et al., 2010; Dunlosky & Rawson, 2011; Hacker et al., 2008; Nietfeld et al., 2005). The participants were 30 sixth and seventh grade students who were learning about probability as part of their normal math curriculum during the study. They were randomly assigned to a treatment group or a control group. The treatment group received an intervention that was built upon previously successful monitoring and self-regulation interventions.

Results show that participants who received the intervention had higher predictive and postdictive calibration accuracy and higher math performance as compared to the control group, but did not report using more self-regulatory and metacognitive strategy use. Qualitative data suggest that participants use different sources for their calibration judgments depending on how accurate their calibration judgments were and fell largely in line with previous theoretical understandings. The educational implications of the findings for school psychologists and educators were considered.



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