Enhancing students' self-regulation and mathematics performance. The influence of feedback and self-evaluative standards.

Autor/inn/en	Labuhn, Andju Sara; Zimmerman, Barry J.; Hasselhorn, Marcus
Titel	Enhancing students' self-regulation and mathematics performance. The influence of feedback and self-evaluative standards.
Quelle	In: Metacognition and learning, 5 (2010) 2, S. 173-194Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Tabellen
Sprache	deutsch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1556-1623; 1556-1631
DOI	10.1007/s11409-010-9056-2
Schlagwörter	Empirische Untersuchung; Selbstevaluation; Problemlösen; Selbsteinschätzung; Testdurchführung; Schuljahr 05; Schüler; Schülerleistung; Feedback; Lernen; Lernforschung; Lernmethode; Mathematik; Mathematikunterricht; Mathematische Kompetenz; Einflussfaktor; Standard; Wirkung; Deutschland
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, 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. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2011/1