Using Feedback to Support Children when Monitoring and Controlling Their Learning

van Loon, Mariëtte H.; Roebers, Claudia M. (2021). Using Feedback to Support Children when Monitoring and Controlling Their Learning (In Press). In: Moraitou, Despina; Metallidou, Panayiota (eds.) Trends and Prospects in Metacognition Research across the Life Span. A Tribute to Anastasia Efklides. Cham: Springer International Publishing

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Children’s monitoring of learning is often inaccurate, and subsequent control of learning ineffective, making research on potential effects of feedback on metacognition very relevant. This chapter gives an overview of research on effects of feedback on metacognition in kindergarten and elementary school. We first introduce how feedback may affect learning and metacognition, by using Efklides’ models on metacognition and self-regulated learning. Further, because children’s ability to process feedback seems to depend on their cognitive and metacognitive development, we discuss how the content of the feedback message could be developmentally appropriate, such that it matches children’s cognitive development. We then address research findings on effects of teachers’ feedback, internal task feedback, and peer feedback on children’s metacognition. Finally, the chapter describes open questions and directions for future research.

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