Effects of Feedback on Self-Evaluations and Self-Regulation in Elementary School

van Loon, Mariëtte H.; Roebers, Claudia M. (2017). Effects of Feedback on Self-Evaluations and Self-Regulation in Elementary School. Applied cognitive psychology, 31(5), pp. 508-519. Wiley 10.1002/acp.3347

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Elementary school learners are typically highly confident when judging accuracy of their test responses, relatively independent of whether these are correct. While feedback has been shown to improve accuracy of adults' and adolescents' self-evaluations and subsequent self-regulation, little is known about beneficial effects for elementary school children. We investigated effects of fine-grained feedback on fourth and sixth graders' self-evaluations and restudy selections by presenting them the ideas they were meant to bring up in their test responses. One group received full-definition feedback standards, whereas the other group received idea-unit feedback standards. The two types of feedback strongly improved fourth and sixth graders' self-evaluations for commission errors and for partially correct responses. While restudy selections before feedback were more adaptive for sixth than fourth graders, age differences disappeared after receiving feedback. Findings imply that feedback standards are a suitable tool to calibrate elementary school learners and to support effective self-regulation.

Item Type:

Journal Article (Original Article)

Division/Institute:

07 Faculty of Human Sciences > Institute of Psychology > Developmental Psychology

Graduate School:

Swiss Graduate School for Cognition, Learning and Memory (SGS-CLM)

UniBE Contributor:

van Loon, Mariëtte Henrica and Roebers, Claudia

Subjects:

100 Philosophy > 150 Psychology

ISSN:

0888-4080

Publisher:

Wiley

Language:

English

Submitter:

Jennifer Ruth Sprenger

Date Deposited:

24 Apr 2018 11:16

Last Modified:

24 Apr 2018 11:16

Publisher DOI:

10.1002/acp.3347

BORIS DOI:

10.7892/boris.108582

URI:

https://boris.unibe.ch/id/eprint/108582

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