The Relations Among Calibration, Self-Regulated Learning, and Creative Outcomes

• In Event: 28.023 - 21st Century Calibration: Judging Performance in Digital and Classroom Contexts

Abstract

Objectives
Calibration entails the accuracy of individuals’ estimations of performance (Hacker, Bol, & Keener, 2008), which often relates to achievement (Huff & Nietfeld, 2009) and self-regulated learning (SRL) processes (Winne, 2004). Research is needed to examine whether complex calibration measures predict achievement and relate to SRL processes when situated within complex tasks. This presentation examines calibration and SRL during a creative problem solving (CPS) task.

Theoretical Framework
Although calibration can be examined independently, it can also be viewed as part of a larger system of SRL processes (e.g., goal-setting, planning, strategy use) and motivational beliefs (e.g., self-efficacy; Zimmerman, 2000). For example, calibration before, during, or after task-engagement affords learners an opportunity to adjust regulatory processes, if learning or achievement is poor (Tuysuzoglu & Greene, 2015; Winne, 2004). Less research has examined how complex calibration relates to achievement and SRL during complex learning tasks, such as CPS.

Two research questions are addressed:
(a) To what extent do calibration measures uniquely explain CPS outcomes?
(b) To what extent do calibration measures relate to SRL processes?

Methods
Participants included 90 eighth and ninth graders enrolled in a rural school district. Participants completed three CPS tasks that required them to generate multiple solutions and select their best response (see Table 3 for a sample item). Just before, during, and after completing the third and final CPS task, participants responded to interview questions (i.e., SRL microanalysis) targeting six SRL processes (i.e., interest, self-efficacy, planning, strategy use, and calibration; see Table 3 for measure wording and reliability data). Students rated their interest, self-efficacy, and calibration, and provided open-ended responses to the planning and strategy use questions. These were coded for the number of strategies listed (see Table 4 for coding categories). Solutions to the CPS tasks were scored for “fluency” (number of ideas), “flexibility” (number of different types of ideas), “originality” (uniqueness of best idea), and the “usefulness” of the best idea.

Results
Separate regressions were computed for each CPS outcome. SRL variables were added as predictors in each model. Calibration predicted the usefulness of students’ best ideas, significantly and negatively predicted uniqueness, and did not significantly predict fluency nor flexibility (see Tables 5 to 8). Correlation analyses indicated that calibration was not significantly associated with planning, strategy use, or self-efficacy, but was significantly, negatively correlated with interest (See Table 9).

Scholarly Significance
This presentation provides initial evidence that complex calibration measures positively predict usefulness but not other CPS outcomes. Our findings contrast with prior research in that calibration was not found to correlate positively with SRL (Tuysuzoglu & Greene, 2015). This may have been due to the complexity of our calibration measure (i.e., evaluating a stakeholders’ perception of participant’s idea in relation to others’ ideas) or the complexity of the task (i.e., generating and selecting solutions). Moreover, our findings may have conflicted with prior research because we utilized SRL microanaltyic interviews, while prior research has examined calibration and SRL using think-alouds, behavioral traces, and questionnaires.

Authors

• Gregory L. Callan, Utah State University

• Lisa DaVia Rubenstein, Ball State University

• Lisa Marie Ridgley, Ball State University