The role of feedback and working memory for goal-related monitoring and goal revision

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction Pub Date : 2025-02-26 DOI:10.1016/j.learninstruc.2025.102108

Maria Theobald , Garvin Brod

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引用次数: 0

Abstract

Background

Goal revision in response to performance feedback is a highly important self-regulatory process. A central requirement for goal revision is the ability of learners to accurately judge their performance relative to their goals, i.e., goal-related monitoring. However, the determinants of accurate goal-related monitoring and goal revision remain poorly understood. School children may have particular difficulties in accurately monitoring their goals and performance and revising their goals accordingly.

Aims

The study (1) examined the determinants of accurate goal-related monitoring and adaptive goal revision and (2) tested feedback as a means of promoting accurate goal-related monitoring and adaptive goal revision in elementary and early secondary school children.

Sample

Eight-to eleven-year-old children (n = 106) participated in the study.

Methods

Children participated in a series of quizzes. They set performance goals before each task and then rated their performance. Children either received feedback on their goals and task performance (feedback condition), or they received no feedback (no feedback condition).

Results

Children generally overestimated their performance, especially those with lower working memory. Children in the feedback (vs. no feedback) condition (1) became more accurate in their goal-related monitoring and (2) revised their goals more adaptively over the course of the experiment.

Conclusions

The results highlight the role of interindividual differences in working memory for goal-related monitoring and goal revision, and underscore the effectiveness of feedback in promoting these metacognitive skills.

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来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.