A 2×2 quasi-experimental design was used to investigate the impact of extrinsic incentives and reflection on students' calibration of exam performance. We further examined the relationships among attributional style, performance, and calibration judgments. Participants were 137 college students enrolled in an educational psychology course. Results differed as a function of exam performance. Higher-performing students were very accurate in their calibration and did not show significant improvements across a semester-length course. Attributional style did not significantly contribute to their calibration judgments. Lowerperforming students, however, were less accurate in their calibration, and students in the incentives condition showed significant increases in calibration. Beyond exam scores, attributional style constructs were significant predictors of calibration judgments for these students. The constructs targeting study and social variables accounted for most of the additional explained variance. The qualitative data also revealed differences by performance level in open-ended explanations for calibration judgments.

This article reviews a country-wide citizenship education programme in Kyrgyzstan, exploring its reception within the context of an emerging democracy. Qualitative interviews with students, teachers and non-governmental organisation workers in three regions of Kyrgyzstan highlight the value given to particular aspects of the curriculum: new content and perspectives on citizenship; an engaging, content-rich textbook; and interactive instructional methods. These are all found to transform individual outlooks, self-efficacy, classroom dynamics and teacher–student relationships. Because the context is an unstable political, economic and social situation, the curriculum becomes positioned as revolutionary as students are encouraged to build a new system, albeit one that resembles Western democracy. Critical issues arising out of the programme include the meaning and purpose of consensus within a classroom; ways to value different types of participation; and how to indigenise the type of citizenship in the curriculum.

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