ABSTRACT
This chapter focuses on two internal self-regulatory processes that learners engage in while monitoring their learning progress and reflecting on their performance outcomes: calibration of performance and academic delay of gratification. Specifically, it provides an understanding of individual and group differences in learners' calibration of performance as well as the significance of delaying gratification for attaining academic goals. Despite the important findings of the body of research presented in the chapter, future research on the calibration of performance and academic delay of gratification is warranted. One recommendation for future research is to improve the validity or interpretations and use of student self-assessment information. The extension of calibration research in classroom settings warrants further research. Another recommendation for future research is to focus more on training in calibrating performance, as prior studies have shown that such training has not consistently resulted in a positive effect on student performance.
