*Study Habits

Calibration, defined as the accuracy with which students can predict their own performance, was studied. The role of feedback in the development of calibration was examined, and questions of whether better calibration was associated with better performance and more efficient study were explored. Subjects were 136 college students in an introductory educational psychology class. Before each of four examinations, students were asked what percentage of the multiple-choice questions they expected to answer correctly and how long they had studied. After each examination, the students were asked how satisfied they werewith their performance, the extent to which they attributed performance to stable or temporary causes, and how much they planned to study for the next test. Students lowered their expectations somewhat over the semester, although they maintained about the same level of satisfaction and stability of attributions. They planned to study slightly less as the semester progressed. Feedback did improve calibration. Among students of the same age making the same course grade, thor who were well calibrated had better grades on unit examinations. Better calibration was associated with more efficient study habits. Four tables present the results of the study. (SLD) ********************************Ic**%*********************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *****2****************************************************************