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 a sample of 189 college learners. Findings revealed that students who were overconfident in their appraisal of their EF performance obtained significantly higher scores on a criterion self‐report measure of EF. Evaluation of hierarchical regression analyses revealed that learners' ability to monitor their EF performance predicted criterion measures of EF and metacognitive strategy use, and accounted for unique variance in both outcomes after controlling for their academic achievement. The utility of this calibration bias measure as well as implications for future research are discussed.

中文翻译：

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检验执行功能绩效的校准在大学生学习调节中的作用

这项研究检查了学习者对其执行功能绩效的校准，以及学习者校准精度对其自我调节学习的贡献。介绍了一种EF性能校准偏差的测量方法，并对该方法的实用性进行了评估。从189名大学生中获得了直接和间接的EF测量，对学生元认知策略使用的评估以及学业成就信息。调查结果表明，对EF表现的评估过于自信的学生在EF自我评估标准中得分明显更高。对分层回归分析的评估显示，学习者监控其EF表现的能力可预测EF和元认知策略使用的标准测度，并且在控制了他们的学业成绩之后，解释了这两种结果的独特差异。讨论了此校准偏差测量的效用以及对未来研究的启示。