Exploring the relationship between calibration and self-regulated learning

The calibration mid self-regulated learning literatures were reviewed Calib ration is a measure of how accurately individuals assess their confidence i n their owl? knowledge. Self-regulated learning is a process of developing goals, using strategies, and monitoring performance in order to complete ta sks. Individual characteristics, self-testing and feedback are common compo nents of both? calibration and self-regulated learning; however, the specif ic aspects Of these components often differ Different levels of calibration might suggest different applications of self-regulated learning or differe nt phases in task completion or learning. Certain types of self-regulation might impact calibration. These reciprocal effects between calibration and self-regulation are unclear and should be evaluated Determining whether sel f-regulated learners can and should become well calibrated also is mt impor tant instructional design issue. Suggestions for research are presented.