Traditional research on the metacognitive practice of calibration has been primarily investigated within the realm of quantitative experimental methodologies. This article expands the research scope of metacognitive calibration by offering a qualitative approach to the growing body of literature. More specifically, the current study investigates the learners’ perspective on the calibration process. Ten undergraduate students were selected to participate in a structured interview on their previous calibration performances (five students low in calibration processing and five proficient in calibration processing). Ultimately nine students (N=9) participated in individual interviews. Participant interviews are qualitatively assessed through the mediums of (1) Serra and Matcalfe’s original work on the “feelings of knowing” and (2) self-regulated learning theory (SRL). Results indicate a difference in feelings of knowing between low and proficient calibrators across a battery of themes: effort, strategies, planning, and evaluation. Implications of the results and direction for future research are explored.
Feeling of Knowing, Qualitative Method, Interviews, Undergraduate Students, Comprehension Monitoring, Self-Regulated Learning
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Recommended APA Citation
Gutierrez de Blume, A. P., Wells, P., Davis, C., & Parker, J. (2017). “You Can Sort of Feel It”: Exploring Metacognition and the Feeling of Knowing Among Undergraduate Students. The Qualitative Report, 22(7), 2017-2032. Retrieved from http://nsuworks.nova.edu/tqr/vol22/iss7/18