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The aim of this study was to examine students’ performance calibration in physical education. One
hundred fifth and sixth grade students provided estimations regarding their performance in a
dribbling test after practicing dribbling for 16 minutes under different self-regulatory conditions (i.e.,
receiving feedback, setting goals, self-recording). Two calibration indices, calibration bias and
calibration accuracy, were calculated. The results showed that students who practiced dribbling under
different self-regulatory conditions (i.e., receiving feedback, setting goals) did not differ in calibration
bias and accuracy. Regardless of the group, students were overconfident. Moreover, sixth grade
students were more accurate compared to fifth grade students. These results were discussed with
reference to the development of performance calibration and self-regulated learning in physical
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