Enhancing students' self-regulation and mathematics performance: The influence of feedback and self-evaluative standards (Die Verbesserung der Selbstregulation und Mathematikleistung von Schulern: Der Einfluss von Feedback und Selbstbewertungsstandards)
Metacognition and Learning, 5; Jg. 2010 (2):
173-194 (2010)Methodology: experimental study ; Journal Article, Literature: English ; Quelldatenbank: EBPSYX.Abstract
The purpose of this study was to examine the effects of self-evaluative standards and graphed feedback on calibration accuracy and performance in mathematics. Specifically, the authors explored the influence of mastery learning standards as opposed to social comparison standards as well as of individual feedback as opposed to social comparison feedback. 90 5th grade students were randomly assigned to experimental and control groups. Analyses were conducted for both the complete sample and an at-risk group of low performing students who overestimate their skills. Self-evaluative standards had no effect on calibration accuracy and performance. Students who received feedback were more accurate in their self-evaluative judgments than students who received neither type of feedback. In overconfident students, feedback additionally increased prediction accuracy and, albeit marginally, performance. In conclusion, the educational implications of these findings are discussed with respect to the relevance of standards and feedback for promoting self-regulated learning within regular classroom settings.
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