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Achievement calibration and causal attributions.
Abstract
The way students explain success or failure on a test affects motivation to achieve on future tests. The purpose of the present study was to investigate whether these explanations are related to accuracy of self-assessments of preparedness prior to a test as well as self-assessments for performance immediately following a test. Attributions for good and poor calibrators were compared to identify possible distinctions between these groups. In general, good calibrators reported attributions that would likely enhance future motivation more than poor calibrators.
Introduction
People are often inaccurate in their self-assessments, whether ...
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