Examining the role of calibration of executive function performance in college learners' regulation

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...