Effects of performance feedback and repeated experience on self-evaluation accuracy in high- and low-performing preschool children

• Autores: Kamila Urban, Marek Urban
• Localización: European journal of psychology of education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 36, Nº 1, 2021, págs. 109-124
• Idioma: inglés
• DOI: 10.1007/s10212-019-00460-6
• Texto completo no disponible (Saber más ...)
• Resumen

  • Accurate self-evaluation leads to better regulation of learning and better performance in elementary school children and acts as a predictor of future academic success. The present study investigates the conditions under which preschoolers’ self-evaluation accuracy can be enhanced. In the empirical research, 111 children were assigned to one of four conditions: control group, group receiving performance feedback, group acquiring repeated experience of testing, and group obtaining both performance feedback and repeated experience. All the children performed the same analogical reasoning tasks and provided self-evaluation judgments. The overall effects of the performance feedback and repeated experience were significant; however, low performers benefited only from performance feedback, while high performers benefited from performance feedback as well as repeated experience.

• Referencias bibliográficas
  • Al-Harthy, I. S., Was, C. A., & Hassan, A. S. (2015). Poor performers are poor predictors of performance and they know it: can they improve...
  • Baars, M., Vink, S., van Gog, T., de Bruin, A., & Paas, F. (2014). Effects of training self-assessment and using assessment standards...
  • Bahník, Š., Englich, B., & Strack, F. (2017). Anchoring effect. In R. F. Pohl (Ed.), Cognitive illusions: Intriguing phenomena in thinking,...
  • Bergman, O., Ellingsen, T., Johannesson, M., & Svensson, C. (2010). Anchoring and cognitive ability. Economics Letters, 107(1), 66–68.
  • Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: a theoretical synthesis. Review of Educational Research, 65(3),...
  • Callender, A. A., Franco-Watkins, A. M., & Roberts, A. S. (2016). Improving metacognition in the classroom through instruction, training,...
  • De Bruin, A. B. H., Kok, E. M., Lobbestael, J., & de Grip, A. (2017). The impact of an online tool for monitoring and regulating learning...
  • Desoete, A., Roeyers, H., & Buysse, A. (2001). Metacognition and mathematical problem solving in grade 3. Journal of Learning Disabilities,...
  • Destan, N., & Roebers, C. M. (2015). What are the metacognitive costs of young children’s overconfidence? Metacognition and Learning,...
  • Destan, N., Hembacher, E., Ghetti, S., & Roebers, C. M. (2014). Early metacognitive abilities: the interplay of monitoring and control...
  • Destan, N., Spiess, M. A., de Bruin, A., van Loon, M., & Roebers, C. M. (2017). 6-and 8-year-olds’ performance evaluations: do they differ...
  • DiFrancesca, D., & Nietfeld, J. L. (2017). Using metacognitive scaffolding to develop problem solving skills in k-12 computer-based learning...
  • DiFrancesca, D., Nietfeld, J. L., & Cao, L. (2016). A comparison of high and low achieving students on self-regulated learning variables....
  • Dunlosky, J., & Rawson, K. A. (2012). Overconfidence produces underachievement: inaccurate self-evaluations undermine students’ learning...
  • Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning...
  • Ehrlinger, J., Johnson, K., Banner, M., Dunning, D., & Kruger, J. (2008). Why the unskilled are unaware: further explorations of (absent)...
  • Fernandez-Abella, R., Peralbo-Uzquiano, M., Duran-Bouza, M., Brenlla-Blanco, J. C., & Garcia-Fernandez, M. (2019). Virtual intervention...
  • Folmer, A. S., Cole, D. A., Sigal, A. B., Benbow, L. D., Satterwhite, L. F., Swygert, K. E., & Ciesla, J. A. (2008). Age-related changes...
  • Foster, N. L., Was, C. A., Dunlosky, J., & Isaacson, R. M. (2017). Even after thirteen class exams, students are still overconfident:...
  • Fronapfel, B., Dunlap, G., Flagtvedt, K., Strain, P., & Lee, J. (2018). Prevent-teach-reinforce for young children: a program description...
  • García, T., Rodríguez, C., González-Castro, P., González-Pienda, J. A., & Torrance, M. (2016). Elementary students’ metacognitive processes...
  • Geurten, M., & Meulemans, T. (2017). The effect of feedback on children’s metacognitive judgments: a heuristic account. Journal of Cognitive...
  • Kontos, S. (1983). Adult-child interaction and the origins of metacognition. Journal of Educational Research, 77(1), 43–54.
  • Koriat, A. (1997). Monitoring one’s own knowledge during study: a cue-utilization approach to judgments of learning. Journal of Experimental...
  • Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: how difficulties in recognizing one’s own incompetence lead to inflated...
  • Lipko, A. R., Dunlosky, J., & Merriman, W. E. (2009). Persistent overconfidence despite practice: the role of task experience in preschoolers’...
  • Lipko, A. R., Dunlosky, J., Lipowski, S. L., & Merriman, W. E. (2012). Young children are not underconfident with practice: the benefit...
  • Lipko-Speed, A., Dunlosky, J., & Rawson, K. A. (2014). Does testing with feedback help grade-school children learn key concepts in science?...
  • Martella, R. C., & Marchand-Martella, N. E. (2015). Improving classroom behavior through effective instruction: an illustrative program...
  • Metcalfe, J., & Finn, B. (2008). Evidence that judgments of learning are causally related to study choice. Psychonomic Bulletin and Review,...
  • Miller, T. M., & Geraci, L. (2011a). Training metacognition in the classroom: the influence of incentives and feedback on exam predictions....
  • Miller, T. M., & Geraci, L. (2011b). Unskilled but aware: reinterpreting overconfidence in low-performing students. Journal of Experimental...
  • Nietfeld, J., & Shores, L. R. (2011). Self-regulation within game-based learning environments. In L. Annetta & S. C. Bronack (Eds.),...
  • O’Leary, A., & Sloutsky, V. M. (2017). Carving metacognition at its joints: protracted development of component processes. Child Development,...
  • Ortner, T., Weißkopf, E., & Gerstenberg, F. (2013). Skilled but unaware of it: CAT undermines a test taker’s metacognitive competence....
  • Petrová, Z., & Zápotočná, O. (2018). Early literacy education in preschool curriculum reforms: the case of post-communist Slovakia. Global...
  • Pieger, E., Mengelkamp, C., & Bannert, M. (2017). Fostering analytic metacognitive processes and reducing overconfidence by disfluency:...
  • Raaijmakers, S. F., Baars, M., Paas, F., van Merriënboer, J. J. G., & van Gog, T. (2018). Training self-assessment and task-selection...
  • Rawson, K. A., & Dunlosky, J. (2007). Improving students’ self-evaluation of learning for key concepts in textbook materials. European...
  • Roebers, C. M., & Spiess, M. (2017). The development of metacognitive monitoring and control in second graders: a short-term longitudinal...
  • Rozencwajg, P. (2003). Metacognitive factors in scientific problem-solving strategies. European Journal of Psychology of Education, 18(3),...
  • Ruble, D. N., Eisenberg, R., & Higgins, E. T. (1994). Developmental changes in achievement evaluation: motivational implications of self-other...
  • Ryvkin, D., Krajč, M., & Ortmann, A. (2012). Are the unskilled doomed to remain unaware? Journal of Economic Psychology, 33(5), 1012–1031.
  • Schneider, W. (1998). Performance prediction in young children: effects of skill, metacognition and wishful thinking. Developmental Science,...
  • Schneider, W., & Lockl, K. (2008). Procedural metacognition in children: evidence for developmental trends. In J. Dunlosky & R. A....
  • Schneider, W., Visé, M., Lockl, K., & Nelson, T. O. (2000). Developmental trends in children’s memory monitoring: evidence from a judgment-of-learning...
  • Schraw, G. (2009). Measuring metacognitive judgments. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition...
  • Shin, H., Bjorklund, D. F., & Beck, E. F. (2007). The adaptive nature of children’s overestimation in a strategic memory task. Cognitive...
  • Stipek, D. J., & Tannatt, L. M. (1984). Children’s judgments of their own and their peers’ academic competence. Journal of Educational...
  • Stipek, D. J., Roberts, T. A., & Sanborn, M. E. (1984). Preschool-age children’s performance expectations for themselves and another child...
  • Thompson, R. B., & Foster, B. J. (2014). Socioeconomic status and parent-child relationships predict metacognitive questions to preschoolers....
  • Urban, K. (2017). Metacognitive monitoring. In O. Zápotočná & Z. Petrová (Eds.), Early literacy of children from socio-economically disadvantage...
  • Urban, K., & Urban, M. (2018). Influence of fluid intelligence on accuracy of metacognitive monitoring in preschool children fades with...
  • Urban, K., & Urban, M. (2019). Improving the accuracy of the self-evaluation during on-screen self-regulated learning through calibration...
  • Urban, K., & Zápotočná, O. (2017). Metacognitive monitoring in preschool children when solving verbal and nonverbal tasks. Československá...
  • van Loon, M. H., & Roebers, C. M. (2017). Effects of feedback on self-evaluations and self-regulation in elementary school. Applied Cognitive...
  • van Loon, M. H., Destan, N., Spiess, M., De Bruin, A. B. H., & Roebers, C. (2017). Developmental progression in performance evaluations:...
  • Vauras, M., Kinnunen, R., & Rauhanummi, T. (1999). The role of metacognition in the context of integrated strategy intervention. European...
  • Zamary, A., Rawson, K. A., & Dunlosky, J. (2016). How accurately can students evaluate the quality of self-generated examples of declarative...
  • Zápotočná, O. (2013). Metacognitive processes in reading, learning and education. Trnava: TYPI Universitatis Tyrnaviensis.