The effects of calibration amongst management students in higher education

References

• Bacon, D. R. 2003. Assessing learning outcomes: A comparison of multiple-choice and short-answer questions in a marketing context. Journal of Marketing Education 25: 31–36. doi: 10.1177/0273475302250570
   Google Scholar
• Baumeister, R. F. and S.J. Scher. 1988. Self-defeating behavior patterns among normal individuals: Review and analysis of common self-destructive tendencies. Psychological Bulletin 104: 3–22. doi: 10.1037/0033-2909.104.1.3
   Google Scholar
• Berglas, S. and E. E., Jones. 1978. Drug choice as a self-handicapping strategy in response to noncontingent success. Journal of Personality and Social Psychology. 36, 405–417. doi: 10.1037/0022-3514.36.4.405
   Google Scholar
• Bol, L., R. Riggs, D.J. Hacker, D. Dickerson, D., and J. Nunnery. 2010. The calibration accuracy of middle school students in math classes, Journal of Research in Education, 21(2): 81–96.
   Google Scholar
• Boud, D., R. Lawson, and D.G. Thompson. 2013. Does student engagement in self-assessment calibrate their judgment over time? Assessment and Evaluation in Higher Education 38(8): 941–956. doi: 10.1080/02602938.2013.769198
   Google Scholar
• Burns, D. J. 2007. An examination of the accuracy of students’ expected grades. Academy of Educational Leadership Journal 11(3): 45–58.
   Google Scholar
• Campbell, M. M. 2007. Motivational systems theory and the academic performance of college students. Journal of College Teaching and Learning. 4(7): 11–24.
   Google Scholar
• Dunning, D., C. Heath, and J. Suls. 2004. Flawed self-assessment. Psychological Science in the Public Interest 5: 69–106. doi: 10.1111/j.1529-1006.2004.00018.x
   Google Scholar
• Fang, C. Y. 2008. The moderating effect of impression management on the organizational politicsperformance relationship. Journal of Business Ethics 79(3): 263–277. doi: 10.1007/s10551-007-9379-3
   Google Scholar
• Grimes, P. W. 2002. The overconfident principles of economics student: An examination of a metacognitive skill. Journal of Economic Education 33: 15–30. doi: 10.1080/00220480209596121
   Google Scholar
• Hacker, D. J., L. Bol, and K. Bahbahani. 2008. Explaining calibration accuracy in classroom contexts: the effects of incentives, reflection and explanatory style. Metacognition and Learning 3: 101–121. doi: 10.1007/s11409-008-9021-5
   Google Scholar
• Hacker, D. J., L. Bol, D.D. Horgan, and E. Rakow. 2000. Test prediction and performance in a classroom context. Journal of Educational Psychology 92: 160–170. doi: 10.1037/0022-0663.92.1.160
   Google Scholar
• Koku, P. S. and A.A. Qureshi. 2004. Overconfidence and the performance of business students on examinations. Journal of Education for Business 79(4): 217–224. doi: 10.3200/JOEB.79.4.217-224
   Google Scholar
• Leedy, P. D. and J.E. Ormrod. 2010. Practical research: Planning and design. Prentice Hall: New Jersey.
   Google Scholar
• McMillan, J. H. and J. Hearn. 2009. Student self-assessment: The key to stronger student motivation and higher achievement. Education Digest 74: 39–44.
   Google Scholar
• Nietfeld, J. L., L. Cao, and J.W. Osborne. 2005. Metacognitive monitoring accuracy and student performance in the post-secondary classroom. Journal of Experimental Education 74: 7–28.
   Google Scholar
• Pintrich, P.R., D.A.F., Smith, T., Garcia, and W.J., McKeachie. 1991. A manual for the use of the motivated strategies for learning questionnaire (MSLQ). Ann Arbor, MI: National Center for Research to Improve Postsecondary Teaching and learning.
   Google Scholar
• Redmond, B. 2010. Lesson 4: Expectancy Theory: Is there a link between my effort and what l want? The Pennysylvania State University.
   Google Scholar
• Rico, J. E. F., S.F. Fernández, A. Á. Suárez, and P.M. Camblor. 2011. The importance of university lecture attendance, University of Oviedo, Vice-Chancellorship for Quality, Planning and Innovation
   Google Scholar
• Schwinger, M., L. Wirthwein, G. Lemmer, and R. Steinmayr. 2014. Academic Self-Handicapping and Achievement: A Meta-Analysis. Journal of Educational Psychology. 106, (3) 744–761. doi: 10.1037/a0035832
   Google Scholar
• Stecher, M. and J. Rosse. 2007. Understanding reactions to workplace injustice through process theories of motivation: A teaching module and simulation. Journal of Management Education 31(6): 777–796. doi: 10.1177/1052562906293504
   Google Scholar