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ERIC Number: EJ891307
Record Type: Journal
Publication Date: 2010-Aug
Pages: 22
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1556-1623
Enhancing Students' Self-Regulation and Mathematics Performance: The Influence of Feedback and Self-Evaluative Standards
Labuhn, Andju Sara; Zimmerman, Barry J.; Hasselhorn, Marcus
Metacognition and Learning, v5 n2 p173-194 Aug 2010
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, we 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 fifth grade students were randomly assigned to experimental and control groups. We conducted analyses 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 judgements than students who received neither type of feedback. In overconfident students, feedback additionally increased prediction accuracy and, albeit marginally, performance. We discuss the educational implications of our findings with respect to the relevance of standards and feedback for promoting self-regulated learning within regular classroom settings.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A