Enhancing self -regulated learning on a novel mathematical task through modeling and feedback
Item
-
Title
-
Enhancing self -regulated learning on a novel mathematical task through modeling and feedback
-
Identifier
-
d_2009_2013:dc41bba91cde:10056
-
identifier
-
10020
-
Creator
-
Moylan, Adam R.,
-
Contributor
-
Barry J. Zimmerman
-
Date
-
2009
-
Language
-
English
-
Publisher
-
City University of New York.
-
Subject
-
Educational psychology | Cognitive psychology | Developmental psychology | assessment for learning | feedback | motivation | self-reflection | self-regulated learning | social cognitive theory
-
Abstract
-
The power of feedback has been widely acclaimed in research on learning and motivation. However, in educational practice, feedback has typically been conceptualized as an outcome of learning efforts, and not enough attention has been given to its self-reflective role---as a beginning point in cyclical self-regulatory efforts to understand, motivate, and improve one's efforts to learn. This experimental study investigated the influence of various forms of feedback on college students' strategic efforts to learn to solve complex math problems.;Participants were assigned randomly to one of five conditions: (1) control, (2) strategy instruction, (3) strategy instruction plus summative feedback, (4) strategy instruction, summative feedback, and formative feedback, and (5) strategy instruction, summative feedback, formative feedback, and adaptive feedback. Summative feedback indicated whether a solution was correct or incorrect, while formative feedback involved an indication of the sources of errors, and adaptive feedback referred to the student's application of feedback to correct errors plus the experimenter's indication of accuracy on adjustments made by the student. Students attempted to solve multiple examples of a novel mathematic task during an instruction phase, learning phase, and posttest phase.;The results showed a positive linear trend between increasing levels of elaborative feedback students received and their performance accuracy. In addition, there was a positive linear trend for increased elaborative feedback and strategy adaptation after making errors. Thus, the optimal level of feedback during learning involved information about the source of errors accompanied by self-reflective practice in making strategic adaptations. Progressively elaborative feedback also had additive effects on the important self-reflection phase processes of self-evaluation and self-satisfaction. As hypothesized, self-efficacy predicted performance accuracy and strategy adaptation, as well as self-evaluation and self-satisfaction. Understanding about contexts that help students' to adaptively use feedback to self-regulate has significant implications for classroom assessment that directly fosters learning.
-
Type
-
dissertation
-
Source
-
2009_2013.csv
-
degree
-
Ph.D.
-
Program
-
Educational Psychology
